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HARVARD  BULLETINS  IN 
EDUCATION 

NUMBER  IV 


HARVARD  BULLETINS  IN  EDUCATION 

I.  The  School  System  as  an  Educational  Lab- 
oratory. 

11.  Scales  for  the  Measurement  of  English  Com- 
position. 

III.  Bridging  the  Gap:  The  Transfer  Class. 

IV.  A  Selected  Critical  Bibliography  of  Voca- 
tional Guidance. 

V.  A  Descriptive  Bibliography  of  Measurement 
IN  Elementary  Subjects. 

VI.  Business  Practice  m  Elementary  Schools. 


HARVARD  BULLETINS  IN  EDUCATION 


A  SELECTED 

CRITICAL  BIBLIOGRAPHY  OF 

VOCATIONAL  GUIDANCE 


BY 

JOHN  M.  BREWER 

INSTRTJCTOR  IN  EDUCATION,  HARVARD  UNIVERSITY 
AITTHOR  OF  "  ORAL  ENGLISH  " 

AND 

ROY  WILLMARTH  KELLY 

ACTING  PRINCIPAL,  FALL  RIVER  TECHNICAL  HIGH  SCHOOL 


PUBLISHED  BY  HARVARD  UNIVERSITY 
CAMBRIDGE,  MASS. 


COPYRIGHT,  191 7 
HARVARD  UNIVERSITY 


Z 


PREFACE 

This  bibliography  is  intended  to  be  sufi&ciently  broad  in  scope  to 
give  any  reader  an  opportunity  to  select  material  adapted  to  his 
special  needs,  and  sufl&ciently  thorough  to  provide  for  an  inten- 
sive study  in  any  department  of  the  subject.  Some  references 
deal  with  the  educational  theory  back  of  the  movement,  but  an 
attempt  is  also  made,  particularly  in  Parts  II  and  III,  to  indicate 
the  answer  to  the  question,  What  practical  vocational  guidance 
can  be  offered  in  school  and  in  occupation  ? 

Vocational  guidance  has  been  conceived  broadly,  as  concerning 
itself  with  all  the  steps  in  the  occupational  progress  of  the  in- 
dividual: laying  a  foundation  of  many  kinds  of  useful  experi- 
ences, stud}dng  occupational  opportunities,  choosing  the  occupa- 
tion, preparing  for  the  vocation,  entering  upon  work,  and  making 
necessary  readjustments  and  progress  in  the  occupation.  For 
this  reason  references  on  related  subjects  are  included  as  suggest- 
ing typical  writings  in  fields  with  which  the  student  of  vocational 
guidance  must  make  himself  familiar.  Part  IV  is  primarily  con- 
cerned with  references  on  the  social  and  economic  characteristics 
of  occupations;  without  a  study  of  these  fields  the  teacher  is  not 
fitted  to  counsel  and  the  worker  is  not  equipped  to  cope  with  the 
problems  of  the  complex  occupational  Hfe  of  today. 

Naturally,  since  vocational  guidance  is  first  of  all  an  educa- 
tional problem,  its  prosecution,  whether  in  school  or  occupation, 
must  be  carried  on  by  means  of  painstaking  study  and  investiga- 
tion. On  this  account  certain  titles  are  omitted  from  this  bibli- 
ography. Vocational  guidance  is  not  concerned  with  any  "sys- 
tem "  of  "  character  analysis  ",  phrenology,  physiognomy,  or 
other  "  short  cuts."  Neither  is  it  concerned  with  bombastic  talk 
about  "  the  race  for  success  "  and  "  getting  ahead  of  the  other 
fellow  ",  or  other  questionable  points  of  view.  Neither  can  it  yet 
find  use  for  tests  worked  out  in  the  psychological  laboratory,  nor 


663449 

I"RT.  INDD3.  REL. 


VI  PREFACE 

for  hasty  generalizations  based  on  such  moot  terms  as  "  the  in- 
fluence of  heredity  ",  "  natural  aptitudes  ",  "  innate  qualities  ", 
and  the  like.  Finally,  vocational  guidance  does  not  deny  the 
supreme  importance  of  the  ethical  and  civic  aims  of  education, 
but  seeks  to  offer  a  vital  and  indispensable  contribution  toward 
making  those  aims  effective. 

It  should  be  noted  that  the  authors  have  not  attempted  to  list 
references  on  the  occupations  themselves,  nor  on  the  general 
subject  of  achieving  success.  Many  of  the  books  on  these  sub- 
jects, addressed  to  boys  and  girls,  are  open  to  serious  question;  a 
few  trustworthy  books,  however,  written  from  the  modern  criti- 
cal standpoint  of  vocational  guidance,  have  been  included. 

The  comments  of  the  bibHography  relate  to  vocational  guid- 
ance only.  They  are  offered  with  the  desire  to  aid  the  reader,  and 
to  stimulate  thought,  study,  and  discussion,  without  which  there 
can  be  no  healthy  growth  in  the  effectiveness  of  this  important 
movement. 

John  M.  Brewer, 
Roy  Wlllmarth  Kelly. 

Harvard  University. 


CONTENTS 

PART  I 
General  References 3 

PART  II 

CxniRENT  Practices  and  Policies  in  Vocational  Guidance  ...     26 

PART  III 

Vocational  Guidance  m  Commerce  and  Industry 35 

PART  IV 
Information  Concerning  Occupations 48 

PART  V 

Bibliographies 60 


A  Reading  Course  in  Vocational  Guidance     62 

Index  op  Names 73 


A  CRITICAL  BIBLIOGRAPHY  OF 
VOCATIONAL  GUIDANCE 


A  CRITICAL  BIBLIOGRAPHY  OF 
VOCATIONAL  GUIDANCE 

PART  I 

GENERAL  REFERENCES 

Alderman,  L.  R.  School  Credit  for  Home  Work.  Houghton 
Mifflin  Company,  191 5. 

Shows  how  the  school  may  recognize,  encourage,  and  make  effective 
the  outside  interests  of  the  children. 

American  Academy  of  PoHtical  and  Social  Science.  New  Possi- 
bilities in  Education.  Annals  of  the  Academy,  Vol.  Lxvn, 
No.  156,  Sept.  1916.    Editor,  Ambrose  L.  Suhrie. 

This  volume  contains  chapters  on  vocational  guidance  and  vocational 
education,  besides  others  on  a  score  or  more  of  related  subjects. 

Ayres,  Leonard  P.  Psychological  Tests  in  Vocational  Guidance. 
In  Bureau  of  Education  Bulletin,  1914,  No.  14,  Vocational 
Guidance,  pp.  33-37.  Also  Bulletin  No.  E128  of  the  Russell 
Sage  Foundation.  Also  Journal  of  Educational  Psychology, 
Vol.  rv,  No.  4,  April  1913,  pp.  232-237. 

A  summary  view  of  attempts  so  far  made,  with  the  author's  hopes 
for  the  future.  Though  many  of  the  writer's  statements  are  sound  and 
illuminating,  on  the  whole  the  tone  is  too  sanguine,  both  as  to  what  has 
been  found  out  and  as  to  what  may  be  expected  in  the  near  future. 
Many  subsequent  writers  have  quoted  this  article  with  no  attempt  to 
verify  its  conclusions. 

Bloomfield,  Meyer.     (Ed.)    Readings  in  Vocational  Guidance. 

Ginn  and  Company,  191 5. 

See  index,  below,  Aves;  Ayres;  Bloomfield;  Bonser;  Breckinridge; 
Brooks;  Collet;  Davis;  Dodge;  Eliot;  Girls'  Trade  Education 
League;  Goodwin;  Grcany;  Hanus;  Keppel;  Kitson;  Mead;  New 
York;  Prosser;  Richards;  Schneider;  Spaulding;  Talbcrt;  Thorn- 
dike;  Vocation  Bureau;  Woods;  WooUcy. 


4  VOCATIONAL  GUIDANCE 

The  volume  contains  forty  carefully  chosen  selections  —  noteworthy 
magazine  articles,  addresses,  pamphlets,  and  original  investigations. 
A  preface  by  the  author  defines  vocational  guidance  as  "  organized 
common  sense  used  to  help  each  individual  make  the  most  of  his  abili- 
ties and  opportunities."  He  contrasts  the  material  which  he  has 
gathered  with  that  contained  in  the  earlier  "  success  "  books  and  states 
briefly  the  practical  point  of  view  which  has  governed  his  selection. 

Part  I,  "  The  Viewpoint  of  Vocational  Guidance  ",  contains  thirteen 
papers  by  university  presidents,  professors,  and  superintendents  of 
schools.  These  articles  treat  of  the  subject  in  its  wider  meanings,  fur- 
nish a  philosophy  of  vocational  guidance,  and  contain  the  best  state- 
ments of  the  problem  and  the  tenable  theories  looking  toward  its 
solution. 

Under  Part  II,  "  The  Foundations  of  Vocational  Guidance",  are 
grouped  twenty  practical  studies  and  investigations.  These  deal  with 
many  aspects  of  guidance:  the  work  of  different  bureaus,  conditions 
affecting  industrial  education,  plans  for  the  instruction  of  teachers, 
counselors,  and  parents,  and  a  few  articles  concerned  with  educational 
guidance. 

The  "  Examples  of  Vocational  Information  "  found  in  Part  III  are 
for  the  most  part  Boston  pubHcations  dealing  with  specific  trades. 
There  are  two  papers  on  the  industries  open  to  children  fourteen  to 
sixteen  years  of  age  and  three  articles  descriptive  of  London  conditions. 

Several  contributions  from  Mr.  Bloomfield  are  contained  in  Part  IV, 
"  Some  Practical  Aspects  of  Vocational  Guidance."  The  papers 
printed  here  are  taken  from  The  School  and  the  Start  in  Life. 

Bloomfield,  Meyer.     Vocational  Guidance  and  the  High  School. 

In  Johnston  and  Others,  The  Modern  High  School,  Chap.  24, 

Scribners,  1914,  pp.  608-628. 

Discusses  educational  guidance,  the  interests  and  choices  of  pupils, 
the  child  in  industry,  and  prevocational  education.  Possibilities  for 
guidance  in  the  high  school  are  suggested. 

Vocational  Guidance  of  Youth.  Houghton  Mifflin  Company, 

191 1.     Introduction  by  Paul  H.  Hanus. 

This  is  the  first  of  Mr.  Bloomfield's  books  on  the  subject;  it  still 
remains  an  excellent  volume  for  those  who  wish  to  get  in  small  compass 
some  general  concepts  of  guidance. 

The  first  two  chapters  are  devoted  to  a  study  of  the  importance  of  the 
choice  of  a  life-work  to  the  individual  and  to  society.  The  present  basis 
for  choice  is  apt  to  be  haphazard  and  the  decision  is  influenced  by  all 
sorts  of  undesirable  factors.  Reports  from  Royal  Commissions  in 
England  and  the  Commission  on  Industrial  Education  in  Massachu- 
setts show  the  great  loss  to  society  from  "  bUnd  alley  "  beginnings  and 
from  low-skiUed  or  casual  employment  for  children  in  their  early  teens. 


GENERAL  REFERENCES  5 

Arguments  are  presented  which  show  that  it  is  an  important  part  of  the 
work  of  the  public  schools  to  better  these  conditions. 

The  chapter  on  "  Beginnings  in  Guidance  "  gives  a  brief  history  of 
several  efforts  looking  toward  a  systematic  solution  of  the  problem. 
The  pioneer  work  of  Parsons  and  Boston's  Vocation  Bureau  are  treated 
in  detail. 

Chapter  IV,  "  Vocational  Guidance  in  the  PubUc  Schools  ",  is  his- 
torically valuable  for  its  description  of  the  Edinburgh  Vocation 
Bureau. 

"  The  Vocational  Counselor  "  is  given  some  helpful  suggestions  in 
Chapters  V  and  VI.  He  is  advised  to  go  slowly,  to  familiarize  himself 
with  local  conditions  both  social  and  industrial,  and  to  bring  about  a 
whole-hearted  combination  of  effort  on  the  part  of  parents,  employers, 
and  school  officers.  If  coimseUng  is  attempted,  "  the  relations  between 
the  counselor  and  the  applicant  cannot  be  formal,  official,  or  tempo- 
rary. They  must  be  friendly,  intimate,  and  more  or  less  continuous." 
The  counselor  must  appreciate  the  value  of  organized  experience  and 
set  as  his  chief  aim  the  collection  of  vocational  facts  and  their  applica- 
tion in  a  common-sense  way. 

Students  of  vocational  giiidance  should  read  Youth,  School,  and 
Vocation  in  preference  to  this  work.  The  earlier  volume  is  a  good 
book  to  place  in  the  hands  of  intelligent  parents,  teachers  who  have 
only  a  general  interest  in  the  subject,  or  employers  who  desire  some 
information  as  to  what  vocational  guidance  implies. 

Bloomtield,  Meyer.     Youth,  School,  and  Vocation.    Houghton 
Mifflin  Company,  1915.     Introduction  by  Henry  Suzzallo. 

The  material  used  in  The  Vocational  Guidance  of  Youth  has  been 
incorporated  into  this  work.  It  is  far  broader  in  its  scope,  how- 
ever, and  has  made  use  of  the  rapid  practical  development  of  guidance 
during  the  four  or  five  years  which  have  intervened  since  the  first  book 
was  written.  Several  recent  studies  on  causes  for  leaving  school  and 
employments  usually  entered  by  children  are  added  to  the  second 
chapter. 

Chapter  III  gives  a  complete  account  of  this  work  in  the  Boston 
Schools  up  to  1914.  The  Boston  Vocation  Bureau's  activities  are 
reviewed  in  detail.  It  has  cooperated  with  the  pubUc  schools  in  many 
ways,  chief  of  these  being  in  training  teachers  to  act  as  counselors,  in 
serving  as  a  clearing-house  for  information,  and  in  conducting  numer- 
ous investigations  of  industry  and  the  conditions  of  employment.  A 
particularly  promising  phase  of  the  Bureau's  work  is  described  in  con- 
nection with  the  history  of  the  Boston  Employment  Managers'  Asso- 
ciation. This  organization  owes  its  formation  to  the  Bureau  and  is  now 
making  a  systematic  effort  to  study  the  problems  of  employment, 
discharge,  and  allied  subjects. 

Under  the  title  of  "  The  Organization  of  Vocational  Guidance",  Mr, 
Bloomfield  has  grouped  a  variety  of  topics  concerning  the  practical 


6  VOCATIONAL  GUIDANCE 

application  of  his  subject.  Outlines  are  given  of  the  work  in  Cincin- 
nati, Newton,  and  the  Henry  Street  Settlement  in  New  York.  Finan- 
cial assistance  for  worthy  pupils  is  urged  as  a  valuable  aid  to  educational 
guidance. 

Germany  has  little  to  offer  on  the  subject  of  vocational  guidance. 
Some  work  has  been  done  through  individual  initiative,  local  labor 
bureaus,  and  the  Bureaus  of  Statistics.  Social  and  industrial  condi- 
tions at  the  time  of  writing  were  such  that  guidance  seemed  to  be  con- 
sidered "  a  needless  procedure  in  the  case  of  young  people  whose  career 
was  more  or  less  a  predetermined  matter."  A  large  body  of  progressive 
Germans  were  then  beginning  to  consider  the  need  for  bettering  such 
conditions  and  the  outlook  appeared  to  be  hopeful. 

England  and  Scotland  have  an  elaborate  machinery  for  vocational 
guidance  and  the  control  of  child  labor.  Guidance  is  still  of  uncertain 
character  because  it  depends  so  largely  upon  the  service  of  large,  and 
therefore  inefficient,  volunteer  committees.  A  detailed  account  is 
given  with  sample  plans  and  literature. 

"  Vocational  Guidance  and  Health  Guidance  "  is  concerned  chiefly 
with  problems  in  England.  Little  is  said  upon  our  own  needs  and 
opportunities  in  this  important  phase  of  the  subject. 

The  "  Suggestive  Material  "  occupies  nearly  eighty-five  pages,  and 
is  a  very  helpful  part  of  the  book  to  the  practical  student  of  guidance. 
It  contains  record  blanks  from  various  bureaus  and  schools,  experi- 
ences of  counselors,  specimens  of  vocational  talks,  and  occupational 
studies. 

BoNSER,  Frederick  G.    The  Curriculum  as  a  Means  of  Revealing 

Vocational   Aptitudes.      Education,    Vol.    xxxvii,    No.    3, 

Nov.  1916,  pp.  145-159- 

This  is  one  of  the  clearest  and  most  systematic  statements  of  the 
duty  of  the  school  to  make  its  program  of  studies  furnish  effective 
vocational  guidance.  Trial  and  failure  in  industry  is  too  costly  and 
psychological  tests  are  too  undeveloped  to  furnish  trustworthy  data; 
hence  the  school  studies  must  be  used  to  reveal  occupational  possibili- 
ties. In  order  to  do  this  the  school  program  must  be  broad  enough  to 
offer  experiences  in  many  kinds  of  activities  similar  to  those  carried  on 
outside  the  school.  "  Pure  science  "  and  "  pure  mathematics  ",  inno- 
cent of  social,  civic,  or  occupational  utility,  will  not  serve  the  purpose. 
Vocational  implications  must  be  discovered  and  utilized,  if  the  school 
is  to  be  of  real  service  to  the  individual  and  society. 

Is  "  Prevocational  "  a  Needed  or  Desirable  Term  ?    Manual 

Training  and  Vocational  Education,  Vol.  xvn,  No.  8,  April 

1916,  pp.  585-588. 

Professor  Bonser  maintains  that  the  junior  high  school  is  the  logical 
place  for  prevocational  work,  and  that  neither  a  separate  course  of 


GENERAL  REFERENCES  7 

study  nor  a  separate  institution  is  necessary.  This  contention  seems 
sound;  in  fact  the  continuation  school,  too,  is  or  should  be  a  junior 
high  school,  and  the  junior  high  school  should  do  what  is  now  done  by 
these  two  other  types  of  organizations.  Besides,  one's  college  training 
is  frequently  "  prevocational  ";  the  term  is  too  broad  to  serve  as  the 
name  of  a  school. 

BoNSER,  Frederick  G.  Necessity  of  Professional  Training  for 
Vocational  Counseling.  In  Vocational  Guidance,  Bureau  of 
Education  Bulletin,  i9i4,No.  14, pp.  37-42.  Also  in  Bloom- 
field's  Readings,  pp.  109-116. 

An  excellent  statement  of  requirements  for  satisfactory  work  in 
coimseUng. 

Boy  Scouts  of  America.    Handbook  for  Boys.    New  York  City. 

Doubleday,  Page  and  Co. 

Schools  need  to  adopt  much  of  the  material  and  many  of  the  methods 
of  this  organization.     Covmselors  should  study  the  handbook. 

Breese,  B.  B.  Vocational  Guidance.  Unpopular  Review,  Vol. 
V,  No.  8,  Oct.-Dec.  191 5,  pp.  343-357- 

Ridicules  vocational  guidance  on  account  of  the  false  methods  shown 
in  tendencies  to  prophesy  and  to  extravagant  claims  for  psychology. 

Brewer,  John  M.  Vocational  Guidance  in  School  and  Occupa- 
tion. In  American  Academy  Annals,  see  above,  New  Possi- 
bilities in  Education,  pp.  54-63. 

This  article  presents  a  brief  survey  of  the  present  problems  and 
practices  of  vocational  guidance. 

Bunker,  Frank  Forest.     Reorganization  of  the  Public  School 

System.    U.  S.  Bureau  of  Education  Bulletin,  1916,  No.  8. 

This  bulletin  presents  the  latest  material  on  the  junior  high  school, 
which  is  the  most  important  school  for  vocational  guidance.  There  is 
a  helpful  statement  of  principles,  and  sample  courses  are  drawn  up. 
The  life-career  class,  however,  is  neglected. 

Bureau  of  Education.     Vocational  Guidance.    Bulletin  No.  14, 

1914. 

Contains  papers  presented  at  the  organization  meeting  of  the  Voca- 
tional Guidance  Association,  Grand  Rapids,  Oct.  1913.  A  valuable 
collection  of  papers  on  various  phases  of  guidance.  (See  index,  below, 
Ayres;  Bonser;  Breckenridge;  Fletcher;  Giles;  Leavitt;  Lovejoy; 
Mead;  Richards;  Roberts;  Woolley.) 


8  VOCATIONAL  GUIDANCE 

California  George  Junior  Republic.  Junior  Republic;  the  Voca- 
tional Survey;  a  Clearing-House  of  Vocational  Guidance. 
Chino,  California. 

This  monthly  magazine  is  now  devoted  to  the  progress  of  vocational 
guidance. 

Camp  Fire  Girls  National  Headquarters.    The  Book  of  the  Camp 
Fire  Girls. 
See  conunents  for  Boy  Scout  Handbook. 

Claxton,  Philander  P.  Part-Time  Secondary  Schooling  and 
Vocational  Guidance.  National  Vocational  Guidance  Asso- 
ciation, Proc.  1914,  pp.  44-48. 

Outlines  the  value  to  vocational  guidance  in  a  plan  for  combining 
work  and  schooling. 

Cole,   Percival  R.     Industrial  Education  in  the  Elementary 

School.     Houghton  Mifflin  Company,  1914. 

This  book  is  suggestive  regarding  possibilities  for  satisfactory  exer- 
cises in  industrial  work  in  the  lower  school. 

Commissioner  of  Education,     (See  Bureau  of  Education.) 

Curtis  Publishing  Company,  Philadelphia.     The  Counselor. 

This  is  a  monthly  bulletin,  "  pubhshed  by  the  Sales  Division,  Circu- 
lation Department",  for  "  parents  and  teachers  of  P-J-G  boys,  and  for 
all  others  who  are  interested  in  vocational  guidance  and  training." 

Davis,  Jesse  B.  Vocational  and  Moral  Guidance.  Ginn  and 
Company,  1914. 

This  is  one  of  the  three  or  four  best  books  on  vocational  guidance. 
Its  chief  point  is  the  use  of  EngHsh  composition  for  developing  voca- 
tional insight  and  outlook.  A  fine  spirit  of  cooperation  and  disinter- 
ested loyalty  on  the  part  of  the  teachers  of  Grand  Rapids  made  possible 
this  valuable  contribution  to  the  use  of  vocational  gmdance  material  in 
English  and  civics.  Grand  Rapids  public  library  was  the  first  to  set 
apart  a  room  and  utilize  bulletin  boards  for  giving  industrial  and 
vocational  information.  Mr.  Davis  presents  a  complete  plan  for  six 
years'  work  in  EngUsh  as  well  as  suggestions  for  prevocational  classes  in 
manual  training  and  domestic  arts.  His  point  of  view  as  regards  moral 
guidance  is  stated  as  follows: 

"  The  word  guidance  has  a  broad  significance.  From  the  vocational 
point  of  view  it  means  the  gradual  unfolding  of  the  pupil's  better 
understanding  of  himself;  it  means  the  opening  of  his  eyes  to  the  broad 
field  of  opportunity  in  the  world;  it  means  the  selection  of  and  the 
preparation  for  his  own  best  field  of  service  as  a  social  being.    Ethical 


GENERAL  REFERENCES  9 

instruction  that  merely  informs  the  brain  does  not  necessarily  produce 
better  character;  ....  In  this  connection,  guidance  means  the 
pupil's  better  understanding  of  his  own  character;  it  means  a  concep- 
tion of  himself  as  a  social  being  in  some  future  occupation,  and  from 
this  view-point,  the  appreciation  of  his  duty  and  obHgation  toward  his 
business  associates,  toward  his  neighbors,  and  the  law." 

This  aim  has  been  held  well  to  the  fore  in  the  subjects  for  composi- 
tions, talks,  reports,  and  debates  which  are  proposed.  The  plan  is 
made  readily  available  for  use  by  the  addition  of  extended  bibhogra- 
phies  for  both  teachers  and  pupils  at  the  end  of  each  chapter.  Only  one 
difficulty  appears  in  thus  emphasizing  English  composition  as  the 
vehicle  for  guidance,  and  that  lies  in  the  direction  of  laying  an  extra 
burden  on  pupils  who  dishke  present  methods  of  teaching  composition, 
thus  bringing  vocational  knowledge  within  the  scope  of  their  anti- 
pathies. 

Mr.  Davis  has  contributed  very  little  to  the  subjects  of  organization 
and  placement.  His  record  forms  show  tendencies  toward  those  used 
by  Professor  Parsons. 

Part  Two  of  the  book  contains  a  number  of  articles  from  teachers 
and  others  who  have  had  practical  experience  in  counseling.  One  of 
the  best  of  these  is  from  Mary  E.  Hall,  Ubrarian  of  the  Girls'  High 
School,  Brooklyn,  New  York,  on  the  use  of  the  hbrary  in  vocational 
counseling. 

The  book  should  prove  especially  useful  to  teachers  of  English, 
civics,  and  debating.  Though  it  is  limited  on  the  industrial  side,  it  puts 
the  emphasis  where  it  belongs,  —  on  guidance  through  the  work  of  the 
school. 

Davis,  Philip.    (Ed.)    The  Field  of  Social  Service.    Small,  May- 
nard  and  Co.,  1915. 

Forty  authors  contributed,  and  the  result  is  a  good  survey  of  social 
problems.  It  is  not  too  difficult  for  a  textbook  for  high  school  classes. 
The  supplements  deal  with  salaried  positions  in  social  service.  There 
is  a  good  index. 

The  Street  and  the  Start  in  Life.     National  Vocational 

Guidance  Association  Proceedings,  1914,  pp.  8-9. 

"  The  street  is  daily  suggesting  careers,  good  and  bad,  to  hundreds  of 
city  children." 

Slreetland.    Small,  Maynard  and  Co.,  1915. 

Shows  the  present  vocational  chaos  in  the  street  trades  and  the 
limited  knowledge  upon  which  city  children  decide  on  their  occupa- 
tions. Suggests  important  reform  for  the  encouragement  of  better 
play  and  work. 


lO  VOCATIONAL  GUIDANCE 

Denison,  Elsa.    Helping  School  Children.    Harper  and  Brothers, 

1912. 

Shows  the  many  agencies  ready  to  cooperate  with  the  school.  The 
vocational  counselor  needs  to  know  about  them  aU. 

Dewey,  John.  The  Need  of  an  Industrial  Education  in  an  Indus- 
trial Democracy.  Manual  Training  and  Vocational  Educa- 
tion, Vol.  xvn,  No.  6,  Feb.  1916,  pp.  409-414. 

Shows  that  there  is  no  real  democracy  in  the  traditional  school 
program,  —  that  the  industrial  subjects  must  be  added  to  provide  any- 
thing like  equal  opportunity.  Schools  and  industry  both  must  be 
revised,  and  the  masses  must  have  the  information  and  education  which 
wUl  fit  them  to  cope  with  their  problems.  "  Industrial  democracy  and 
industrial  education  should  fit  each  other  like  hand  and  glove." 

and  Dewey,  Evelyn.    Schools  of  To-morrow.   E.  P.  Dutton 

and  Co.,  1915. 

A  survey  of  certain  progressive  schools  in  this  country,  with  the 
underlying  theories  upon  which  their  methods  and  organizations  rest. 
Public  schools  must  no  doubt  come  to  adopt  many  of  the  features 
herein  described  if  vocational  guidance  is  to  be  effective. 

Dunn,  Arthur  W.     Civic  Education  in  Elementary  Schools  as 

Illustrated  in  Indianapolis.     U.   S.   Bureau  of  Education 

Bulletin,  191 5,  No.  17. 

Shows  how  civics,  history,  geography,  and  arithmetic  can  be  related 
to  community  needs.  Good  material  for  vocational  guidance.  The 
author  of  this  pamphlet  is  also  author  of  a  textbook  important  for  the 
foundations  of  vocational  guidance  —  The  Community  and  the  Citizen, 
D.  C.  Heath  and  Co.,  1914. 

Eliot,  Charles  W.  The  Value,  during  Education,  of  the  Life- 
Career  Motive.  Nat.  Educ.  Assn.,  Proc.  1910,  pp.  133-141. 
Also  in  Bloomfield's  Readings,  pp.  1-12. 

Holds  that,  if  certain  safeguards  are  provided,  the  life-career  motive 
may  be  aroused  early  in  the  school  experience  of  the  child,  and  voca- 
tional training  begin  with  the  seventh  grade.    A  very  suggestive  article. 

Elliff,  J.  D.  Vocational  Guidance — A  Function  of  the  Uni- 
versity. Proceedings,  National  Vocational  Guidance  Associ- 
ation, 1914. 

An  outline  of  reasons  and  practical  suggestions  for  offering  vocational 
guidance  to  college  students. 


GENERAL  REFERENCES  II 

Fletcher,  Alfred  P.  Guidance  by  Means  of  a  System  of  Differ- 
entiated Courses.  In  Vocational  Guidance,  U.  S.  Bureau  of 
Educ.  Bulletin,  19 14,  No.  14,  pp.  48-52. 

Advocates  "  try-out  "  or  prevocational  courses  as  a  means  to  voca- 
tional guidance.     A  good  statement. 

Gayler,  G.  W.  Vocational  Guidance  in  the  High  School.  Psy- 
chological Clinic,  Vol.  lx.  No.  6,  Nov.  15,  191 5,  pp.  161-166. 

A  report  is  made  on  an  investigation  of  the  persistency  of  the  choice 
of  a  vocation  among  high  school  students.  The  study  begins  with  one 
hundred  and  fifty-nine  eighth  grade  pupils  and  follows  them  through 
three  years  of  the  secondary  school.  Mr.  Gayler  concludes:  (i)  that  a 
large  percentage  do  not  decide  upon  a  Ufe-work  until  late  in  the  high 
school  course  or  until  college  has  begun;  (2)  there  is  a  large  amovmt  of 
vacillation  as  to  choice;  (3)  those  who  remain  most  constant  in  choice 
usually  expect  to  stay  in  school  for  a  long  period. 

Mr.  Gayler  beheves  that  the  guidance  most  needed  is  of  the  sort  that 
wiU  keep  boys  and  girls  in  school  for  the  longest  possible  period. 

Gowln,  Enoch  Burton  and  Wheatley,  Willlvm  Alonzo. 
Occupations.     Ginn  and  Company,  1916. 

At  the  present  time,  this  is  the  best  book  available  for  a  high-school 
life-career  class.  It  is  entertainingly  written,  arranged  in  logical  order 
for  use  in  a  course,  and  has  practical  exercises  and  a  bibUography  at  the 
end  of  each  chapter. 

Part  I,  "  Introduction  to  the  Study  of  Vocations  ",  stresses  the  im- 
portance of  being  well  informed  before  making  a  vocational  choice, 
describes  the  characteristics  of  a  good  vocation,  and  outHnes  a  method 
for  the  study  of  occupations. 

Part  II,  "  Detailed  Study  of  the  Most  Important  Life  Vocations  ", 
first  sketches  in  bold  outlines  the  prominent  features  of  the  more  im- 
portant divisions,  and  then  proceeds  in  each  case  to  summarize  in  short 
paragraphs  the  numerous  minor  positions  and  fields  of  work.  Slight 
inaccuracies  and  one-sided  or  misleading  statements  occur  occasionally 
due  to  the  effort  to  discuss  so  many  different  callings,  but  on  the  whole 
this  part  of  the  book  is  well  done,  and  if  properly  supplemented  by 
local  investigations  and  the  reading  of  technical  journals  and  other 
books,  cannot  fail  to  prove  an  illuminating  study  for  any  high  school 
class.  It  is  to  be  regretted  that  women's  work  is  very  much  neglected, 
but  the  larger  essential  facts  and  the  outline  of  study  are  there. 

Part  III,  "  Vocational  Adjustment",  offers  advice  on  the  choice  of  a 
Ufe-work,  preparing  one's  self  and  applying  for  a  position,  and  the  best 
means  of  growth  and  advancement.  Schneider's  unproved  classifica- 
tions are  used  in  the  "  self-analysis  "  blank,  but  in  the  hands  of  a 
teacher  who  recognizes  the  limitations  of  that  method,  this  need  not  be 
a  serious  fault. 


12  VOCATIONAL  GXnDANCE 

Hanus,  Paul  H.    Beginnings  in  Industrial  Education,  and  other 

educational  discussions.    Houghton  Mifflin  Company,  1908. 

A  discussion  of  the  aims,  methods,  and  values  of  vocational  educa- 
tion, with  plans  used  in  Germany,  and  a  statement  of  the  needs  in 
Massachusetts  and  the  plans  for  supplying  those  needs.  The  proposals 
of  this  book  are  now  being  widely  adopted. 

School  Eijiciency,  a  Constructive  Study  Applied  to  New  York 

City.     School  Efficiency  Series,  World  Book  Co.,  1913. 

"  A  summary  and  interpretation  of  the  report  on  the  educational 
aspects  of  the  school  inquiry."  An  important,  progressive  resume  of 
educational  aims  and  methods.  Vocational  guidance  cannot  thrive 
under  a  poor  school  organization,  or  poor  methods  of  teaching.  This 
book  outHnes  approved  plans.  It  contains  a  good  chapter  on  voca- 
tional schools,  summarizing  Schneider's  book  on  that  subject. 

Vocational  Guidance  and  Public  Education.     The  School 

Review,  Vol.  xix.  No.  i,  Jan.  191 1,  pp.  51-56.     Also  in 
Bloomfield's  Readings,  pp.  92-95. 

An  article  following  the  first  national  conference  on  vocational  guid- 
ance. The  author  shows  how  modern  tendencies  make  vocational 
guidance  necessary.  A  general  discussion  of  the  principles  necessary 
to  satisfactory  guidance.     A  clear  and  timely  statement. 

Harper,  Jane  R.  A  Survey  of  Opportunities  for  Vocational 
Education  in  and  near  Philadelphia.  Public  Education 
Association,  Philadelphia,  1915. 

An  exhaustive  and  systematic  statement  of  the  requirements  and 
offerings  of  the  institutions  accessible.  The  book  uses  a  very  clear 
method  of  presenting  the  facts,  and  has  excellent  indices  of  occupations 
and  institutions. 

Hicks,  Warren  E.     See  Wisconsin. 

HoLLiNGWORTH,  H.  L.  Specialized  Vocational  Tests  and  Methods. 
School  and  Society,  Vol.  i.  No.  26,  June  26,  1915,  pp.  918- 
922. 

An  examination  of  the  trials,  so  far,  to  find  adequate  psychological 
and  other  tests.    Little  of  value  has  been  accompUshed. 

Vocational  Psychology.    D.  Appleton  and  Co.,  1916. 

This  volume  is  a  summary  of  the  eflforts  to  discover  suitable  tests, 
psychological  and  otherwise,  of  the  individual's  fitness  for  a  particular 
vocation.  It  is  the  outgrowth  of  a  course  on  "  Psychological  Tests  in 
Vocational  Guidance  "  conducted  by  the  author  in  Teachers'  College, 
Columbia  University. 


GENERAL  REFERENCES  1 3 

Under  the  title,  "  The  Search  for  Phrenological  and  Physiognomic 
Principles  ",  Professor  HoUingworth  oflfers  arguments  and  evidence  to 
prove  that  the  claims  of  both  phrenology  and  physiognomy  "  are  so 
unsupported,  contradictory  and  extravagant  that  the  vocational 
psychologist  cannot  afford  to  trifle  with  them."  With  regard  to  some 
psychological  studies  the  author  is  quite  as  caustic  in  his  criticism  as  he 
is  of  the  "  futile  attempts  to  diagnose  mental  constitution  on  the  basis 
of  bodily  structure  ",  but  with  the  important  difference  that  he  looks 
upon  the  general  trend  in  his  own  field  as  very  hopeful. 

The  chapter  on  "  Self-Analysis  and  the  Judgment  of  Associates  " 
offers  some  interesting  studies  on  the  value  of  oral  and  written  recom- 
mendations and  other  testimonials  of  character.  Correlation  studies 
of  the  judgments  of  several  groups  lead  to  the  tentative  conclusion 
that  persons  of  average  intelligence  will  agree  fairly  closely  in  their 
opinions  of  an  individual's  rank  in  such  traits  as  eflBciency,  origi- 
nality, quickness,  and  perseverance,  but  that  they  will  be  apt  to  dis- 
agree on  such  traits  as  reasonableness,  refinement,  cheerfulness,  and 
kindliness. 

"  The  Curriculum  as  a  Vocational  Test  "  contains  a  number  of 
studies  which  attempt  to  correlate  marks  or  grades  in  elementary  and 
high  schools  with  success  in  college  or  in  occupations,  and  interest  in 
school  subjects  with  interests  and  values  in  later  life. 

Suggestions  are  made  as  to  the  sort  of  psychological  tests  which 
appear  to  be  most  helpful  in  selecting  employees  or  in  choosing  a  voca- 
tion. The  strongest  objection  to  extended  use  of  such  tests  at  present 
is  summed  up  in  a  statement  referring  to  the  incompleteness  of  the 
correlation  between  tests  and  more  direct  measures  of  ability.  "  From 
the  point  of  view  of  the  individual  who  is  seeking  guidance,  or  who  is 
accepted  or  rejected  on  the  basis  of  his  performance  in  psychological 
tests,  any  correlation  which  is  imperfect  may  lead  to  occasional  in- 
justice and  misdirection." 

The  appendix  gives  a  classified  bibliography  for  vocational  psychol- 
ogy, and  a  number  of  tests,  blanks,  standards,  and  forms. 

Professor  HoUingworth 's  book  is  valuable  as  a  summary  of  what  has 
been  attempted  and  should  prove  a  stimulus  to  better  directed  effort 
as  well  as  a  safeguard  against  certain  forms  of  pseudo-guidance  offered 
by  commercial  counselors. 

Jennings,  Irwin  G.    Vocational  Guidance  in  Colleges  and  Univer- 
sities.   Educational  Review,  Vol.  Li,  No.  4,  April  1916,  pp. 

331-341- 

A  general  discussion  of  the  need.  Some  good  suggestions  are  made 
along  the  line  of  organizing  the  alumni  to  aid  in  guidance. 

Johnson,  George  E.    Education  by  Plays  and  Games.    Ginn  and 
Company,  1907. 
Full  of  prevocational  suggestions. 


14  VOCATIONAL  GUID.\NCE 

Johnson,  George  E.  Education  Through  Recreation.  The  Sur- 
vey Committee  of  the  Cleveland  Foundation,  1916. 

This  is  one  of  the  reports  of  the  Cleveland  Survey.  Vocational 
guidance  would  be  more  satisfactorily  performed  if  the  children  had 
the  benefit  of  the  kinds  of  recreation  here  advocated. 

Johnston,  C.  H.,  and  Others.  See  Bloomeield,  Vocational 
Guidance  and  the  High  School. 

Keppel,  Frederick  P.  The  Occupations  of  College  Graduates  as 
Influenced  by  the  Undergraduate  Course.  Educational  Re- 
view, Vol.  XL,  No.  5,  Dec.  1910,  pp.  433-439.  Also  in 
Bloomfield's  Readings,  pp.  346-351. 

Finds  that  a  large  proportion  of  students  entering  college  have  defi- 
nite occupations  selected,  but  that  the  college  takes  httle  notice  of  these 
selections,  and  has  very  little  influence  on  the  occupation  interests  of 
students. 

KiTSON,  Harry  D.  Interest  as  a  Criterion  in  Vocational  Guidance. 
Educational  Review,  Vol.  lh.  No.  4,  Nov.  1916,  pp.  349-356. 
Are  children's  interests  to  be  relied  on  in  offering  them  vocational 
counsel  ?  Dr.  Kitson  shows  that  interests  are  often  accidental, 
limited,  and  progressively  changing,  and  cannot  be  relied  upon.  The 
"  method  of  expression "  would  measure  bodily  reactions  to  set 
stimuh.  But  we  can  neither  distinguish  between  positive  and  negative 
reactions,  nor  decide  on  appropriate  stimuli  for  various  occupations. 
The  questionnaire,  self -analysis,  or  "  impression  "  method  is  likewise 
faulty.  Finally,  interest  is  not  always  associated  with  capacity.  The 
author  concludes  that  no  single  criterion  is  adequate  for  the  giving  of 
vocational  advice,  but  that  many  sorts  of  measures  should  be  taken. 
No  theory  of  "  types  of  mind  "  will  serve.  Vocational  guidance  must 
be  regarded  as  a  "  monitory  process." 

Psychological  Tests  and  Vocational  Guidance.    The  School 

Review,  Vol.  xxiv,  No.  3,  March  1916,  pp.  207-214. 

Similar  to  the  article  below.  There  are  several  references  to  the 
work  of  Mrs.  WooUey  in  Cincinnati  and  to  the  activities  of  the  Univer- 
sity of  Chicago.    The  following  are  the  most  important  points  made: 

1.  Better  methods  of  getting  standards  are  necessary  in  order  to 
obviate  errors  arising  from  taking  chance  samplings. 

2.  The  single  test  system  does  not  take  into  account  the  subject's 
ability  to  improve. 

3.  The  volitional  factors  are  almost  entirely  neglected. 

4.  Guidance  founded  on  interests  fails  because  of  (c)  the  volatile 
character  of  the  interests  of  most  young  persons;    (b)    entire  lack  of 


GENERAL  REFERENCES  1 5 

vocational  interests;  (c)  conflicting  interest  of  unmeasurable  strength; 
(d)  objective  methods  of  determining  interests  are  imdeveloped  and 
subjective  methods  are  unreHable. 

5.  The  true  relation  of  the  person  to  his  proposed  vocation  can  only 
be  determined  through  a  thoroughgoing  sociological,  economic,  physio- 
logical, and  psychological  study. 

6.  After  the  individual's  strength  and  weakness  are  known,  the 
counselor's  adNdce  should  be  merely  monitory  in  nature. 

KiTSON,  Harry  D.  Suggestions  toward  a  Tenable  Theory  of  Voca- 
tional Guidance.  ISIanual  Training  and  Vocational  Educa- 
tion, Vol.  XV,  No.  5,  Jan.  1915,  pp.  265-270.  Also  in 
Bloomfield's  Readings,  pp.  103-108. 

Objects  to  the  current  conception  about  the  utility  of  psychological 
tests,  claims  that  interest  is  not  a  rehable  guide,  and  advocates  guidance 
based  on  facts  and  monitory  in  its  nature. 

Knox,  George  Platt.  How  Should  the  School  System  Contribute 
to  an  Intelligent  Choice  of  Vocation  on  the  Part  of  the  Pupil  ? 
National  Educational  Association,  Department  of  Superin- 
tendence, Proc.  191 2,  pp.  93-101.    Also  in  N.  E.  A.,  Proc. 

1912,  pp.  417-425- 

This  is  an  admirable  article  for  students  to  read  in  order  to  get  a  view 
of  the  field.    Among  the  points  well  brought  out  are  the  following: 

1.  Much  attention  ought  to  be  given  to  investigation  of:  (a)  the 
child;  (b)  his  environment;  (c)  vocations. 

2.  The  child  must  be  considered  physically,  mentally,  tempera- 
mentally. 

3.  A  social  survey  ought  to  be  undertaken  in  order  to  organize  the 
forces  which  carry  on  the  work  of  collecting  information. 

4.  The  chief  duty  of  a  general  office  is  the  education  and  stimulation 
of  counselors. 

Lapp,  John  A.  and  Mote,  Carl  H.  Learning  to  Earn.  A  Plea  and 
a  Plan  for  Vocational  Education.  Bobbs-Merrill  Co.,  191 5. 
A  broad,  helpful  book,  one  of  the  very  best  on  the  subject.  Contains 
a  good  chapter  on  vocational  guidance,  although  too  much  is  expected 
of  present  psychology.  Excellent  index,  and  a  bibliography  and  list  of 
organizations  to  further  the  cause  of  vocational  education. 

Lathrop,  Julia  C.    Some  Items  to  be  Considered  in  a  Vocational 
Guidance  Program.    Nat.  Voc.  Guid.  Assn.,  Proc.  1914,  pp. 

49-50- 

A  challenge  to  the  movement  for  vocational  guidance  to  work  for 
abolishing  child  labor,  dignifying  common  labor,  basing  guidance  on 
facts,  and  providing  better  education. 


l6  VOCATIONAL  GUIDANCE 

Leavitt,  Frank  M.    Examples  of  Industrial  Education.     Ginn 
and  Company,  191 2. 

A  comprehensive  and  important  book,  with  a  great  deal  of  concrete 
material.  There  is  a  chapter  on  vocational  guidance,  telling  of  the 
beginnings  of  the  movement.     Good  index. 

President's  Address.    Nat.  Voc.  Guid.  Assn.,  Proc.  1914, 

PP-  5-7- 

A  broad,  hopeful  statement  of  the  aim  of  the  movement.  Made  at 
the  Richmond  convention. 

The  School  Phases  of  Vocational  Guidance.     The  School 

Review,  Vol.  xxiii.  No.  10,  Dec.  1915,  pp.  687-696. 

Professor  Leavitt  is  concerned  chiefly  with  high  school  phases  of 
guidance  and  his  article  is  written  from  that  point  of  view.  His  outline 
includes: 

1.  Employment  supervision  to  the  age  of  sixteen  or  eighteen  for 
those  who  leave  at  the  compulsory  age  limit. 

2.  Vocational  information  (through  vitalized  courses  and  counsel- 
ors) and  placement  for  those  who  expect  to  go  to  work  upon  gradua- 
tion from  the  secondary  school. 

3.  Educational  guidance  in  the  shape  of  knowledge  of  the  profession, 
study  of  their  own  characteristics  and  aptitudes,  and  information  con- 
cerning higher  educational  opportunities  for  those  who  will  continue 
their  education  beyond  the  high  school. 

There  are  references  to  some  methods  used  in  various  cities  in  the 
United  States. 

and  Brown,  Edith.    Prevocational  Education  in  the  Public 

Schools.    Houghton  Mifflin  Company,  191 5. 

Contains  a  description  of  the  courses  offered  and  the  methods  in  use 
in  several  cities  where  the  prevocational  plan  is  in  use.  The  authors 
have  performed  a  real  service  by  collecting  this  material.  It  brings  out 
clearly  the  aims  and  accomphshments  of  this  type  of  school.  One 
wonders,  however,  why  any  child  should  be  denied  such  a  broad  and 
well-balanced  curriculum. 

Lee,  Joseph.    Play  in  Education.    The  Macmillan  Co.,  1915. 

"  My  aim  in  this  book  is  to  present  a  true  picture  of  the  child." 
Some  chapter  titles:  Play  is  Serious;  Play  Trains  for  Life;  Play  and 
Work;  Play  and  Drudgery;  Construction;  The  Larger  Units  of  Mem- 
bership; Play  the  Restorer.  The  author's  point  of  view  is  greatly 
needed  by  teachers  and  counselors. 

Lewis,  Ervin  E.    Studies  in  Vocational  Guidance.    I.  The  Gen- 
eral Problem;    II.    In  What  Grades  is  the  School  Exodus 


GENERAL  REFERENCES  1 7 

Concentrated;     III.     The  Occupations  Entered.      School 

and  Home  Education,  Vol.  xxxn,  Nos.  4,  6,  7,  Dec.  191 2, 

Feb.  and  March  1913,  pp.  135-138;   212-214;  247-251. 

A  valuable  report  of  an  investigation  such  as  every  school  system 
needs.  It  was  found  that  thirty-three  per  cent  of  the  workers  had  not 
reached  the  sixth  grade,  and  that  seventy  per  cent  of  young  workers 
were  engaged  in  errands  and  messenger  service. 

Lull,  Herbert  G.  Vocational  Instruction  in  the  High  School. 
Manual  Training  and  Vocational  Education,  Vol.  xvi,  No. 
9,  May  1915,  pp.  529-536. 

This  article  is  based  on  a  vocational  survey  of  BeUingham,  Wash., 
made  by  the  writer  of  the  paper.  It  contains  some  very  interesting 
material,  including  a  diagram  to  show  the  complex  and  vital  relation- 
ships between  school  subjects  and  occupational  life. 

LuTZ,  R.  R.    Wage  Earning  and  Education.    Survey  Committee, 

Cleveland  Foundation,  1916.     In  press. 

See  Cleveland,  Part  IV.  This  book  summarizes  the  eight  studies 
on  speciiic  phases  of  the  occupational  life  of  Cleveland,  Ohio. 

Massachusetts  Board  of  Education.    Annual  Report,  ygth,  1916. 
Gives  the  latest  information  regarding  progress  in  vocational  educa- 
tion in  the  state. 

The  Needs  and  Possibilities  of  Part-Time  Education. 

A  study  of  child  employment,  to  show  the  need  for  continuation 
schools,  with  a  suggested  law.  Appendices  contain  statistical  data.  A 
special  report  submitted  to  the  legislature  in  1913. 

McKeever,  Willlvm  A.  Training  the  Boy.  The  Macmillan 
Company,  1913. 

A  popularly  written  book  for  parents  and  others  interested  in  boys. 
It  deals  with  all  phases  of  boy  life,  and  is  concrete  and  helpful.  The 
tone  of  the  book  is  personal;  it  does  not  take  up  the  sociological  and 
economic  foundations  under  vocational  progress.  By  the  same  author: 
Training  the  Girl,  and  Farm  Boys  and  Girls. 

Mead,  George  Herbert.  The  Larger  Educational  Bearings  of 
Vocational  Guidance.  U.  S.  Bureau  of  Education  Bulletin, 
1914,  No.  14,  pp.  16-26.     Also  in  Bloomficld's  Readings, 

PP-  43-55- 

A  splendid  statement  of  the  aims  of  the  school,  as  expressed  in  voca- 
tional guidance.  "  In  vocational  guidance  the  school  finds  its  supreme 
task  as  the  conscious  educational  institution  of  a  democracy." 


1 8  VOCATIONAL  GUIDANCE 

Moore,  Ernest  Carroll.     What  is  Education  ?     Girni  and 

Company,  191 5. 

The  theory  of  education  is  here  discussed,  sound  theory  being  held 
indispensable  to  correct  practice.  Of  special  value  to  the  counselor  are 
Chapter  III  on  general  discipline,  Chapter  IV  on  the  child's  practice  of 
building  up  his  world  out  of  his  own  experiences,  Chapter  VI  on  learn- 
ing by  and  for  doing,  and  Chapter  X  on  "Diagnostic  Education",  the 
proposal  that  each  child  should  be  treated  as  a  separate  problem  and 
bundle  of  possibilities. 

MtJNSTERBERG,   HuGO.     Psychology  and  Industrial  Efficiency. 

Houghton  Mifflin  Company,  19 13. 

This  book  sets  forth  certain  laboratory  experiments  which  attempt 
to  link  psychology  to  industry.  So  far  as  the  present  work  of  the  coun- 
selor or  employment  manager  is  concerned  it  has  no  practical  bearings. 
Though  Professor  Miinsterberg  states  in  the  introduction  that  "  com- 
pleted investigations  do  not  as  yet  exist  in  this  field,"  yet  the  general 
tone  of  the  book  or  the  hope  for  short-cut  methods  in  hiring  men  has 
led  many  persons  to  beheve  that  some  progress  toward  discovering 
aptitudes  through  psychological  experiments  and  tests  had  been  made. 
The  tests  described  in  this  book  are  supposed  to  reveal  qualities,  and  it 
is  naively  assumed  that  these  qualities  shown  in  the  laboratory  will 
operate  in  the  complex  situations  of  life.  There  seems  to  be  no  proved 
relationship  between  laboratory  tests  and  experiences  in  the  occupa- 
tions. 

MuNROE,  James  Phinney.  New  Demands  in  Education.  Double- 
day,  Page  and  Company,  191 2. 

A  clear  statement  of  the  reforms  to  which  the  school  must  set  itself, 
if  it  is  to  prove  adequate  to  the  tasks  imposed  in  civic,  moral,  and 
vocational  guidance. 

National  Association  of  Manufacturers.  Industrial  Education. 
Report  of  a  committee,  H.  E.  Miles,  chairman,  191 5.  Re- 
printed by  Bureau  of  Education,  Washington. 

Discusses  the  continuation  and  part-time  plan,  and  argues  for  dual 
control.  Legislation  in  Wisconsin  and  Pennsylvania  is  discussed, 
together  with  suggested  adjustments  necessary  to  be  made  in  factory 
management.  The  report  presents  the  point  of  view  of  employers 
willing  to  foster  the  education  of  workers.  The  Association  has  issued 
several  other  bulletins. 

National  Conference  on  Vocational  Guidance.  Proceedings  of 
tJi£  Second  Conference,  N.  Y.  City,  191 2;  auspices  of  the 
Central  Committee  on  Vocational  Guidance,  N.  Y.  City, 


GENEIL^L  REFERENCES  1 9 

Benj.  C.   Gruenberg,  Sec'y-,  Julia  Richman  High  School, 

New  York  City. 

Over  two  hundred  pages  of  papers  and  discussions,  some  of  them  still 
among  the  best  material  on  our  subject.  There  were  conferences  on 
placement,  follow-up,  study  of  occupations,  scholarships,  vocational 
analysis,  vocational  training  counseling,  and  the  employer's  stand- 
point. See  index:  Fitch,  Perkins,  Richards,  WooUey,  Woolman.  This 
meeting  led  to  the  organization  of  the  national  association.  The  first 
conference  was  in  1910,  and  many  of  the  papers  there  given  have  been 
pubhshed;  See  Brooks,  Hanus,  and  reports  of  the  meeting.  Survey, 
Vol.  XXV,  No.  26,  1910,  and  School  Review,  Vol.  xix,  Jan.  1911. 

National  Vocational  Guidance  Association.     Proceedings  of  the 

igij  Meeting  at  Grand  Rapids.     Published  as  Vocational 

Guidance,  U.  S.  Bureau  of  Education  Bulletin,  1914,  No.  14. 

See  Bureau  of  Education,  above.  This  was  the  organization  meetiug 
of  the  association  and  the  third  national  conference. 

Proceedings  of  the  Richmotid  Meeting,  1914.    Published  by 

the  Association,  191 5. 

This  was  the  fourth  national  conference.  The  proceedings  are  well 
printed.  See  Claxton;  Davis,  Annie  B.;  Davis,  Philip;  Lathrop; 
Leavitt;  Thompson,  F.  V.;  Wheatley;  Wile. 


Vocational  Guidance  Bulletin. 

A  monthly  leaflet  of  news  relating  to  the  subject.  Issued  by  the 
Secretary,  W.  Carson  Ryan,  Jr.,  Bureau  of  Education,  Washington, 
D.  C. 

OvERSTREET,  H.  A.    The  Community  Brain.    The  New  Republic, 

Vol.  VI,  No.  70,  March  4,  1916,  pp.  128-129. 

An  interesting  forecast  of  a  possible  relation  between  the  occupations 
and  political  representation  in  congress  and  legislature. 

Parsons,  Belle  Ragnor.    Plays  and  Games.    For  indoors  and 

outdoors.     A.  S.  Barnes  and  Co.,  1909. 

Good  suggestions  for  the  use  of  occupational  ideas  in  the  play  of 
young  children. 

Parsons,    Frank.     Choosing   a    Vocation.     Houghton   Mififlin 

Company,  1909. 

As  a  pioneer  in  the  field  of  vocational  guidance.  Professor  Parsons 
did  a  great  deal  of  useful  work  and  his  book  is  valuable  for  the  historical 
background  which  it  furnishes.  The  book  has  three  parts:  The  per- 
sonal investigation;  the  industrial  investigation;  and  the  organization 
of  the  work.    The  long  personal  analysis  which  every  applicant  was 


20  VOCATIONAL  GUIDANCE 

expected  to  fill  out  has  been  appropriately  criticised  on  the  ground  that 
any  one  who  could  answer  the  questions  intelligently  was  in  no  need  of 
guidance.  Doubtless  the  questionnaire  did  serve  as  a  stimulus  to 
thought  along  lines  which  Professor  Parsons  found  neglected  by  many 
of  his  applicants.  Both  the  personal  analysis  forms  and  the  outHnes 
for  the  study  of  vocations  have  been  highly  suggestive  to  many  inves- 
tigators. The  outlines  of  the  qualities  desirable  in  persons  proposing 
to  enter  the  different  industries  are  out  of  date  in  many  cases  and  in 
others  the  terms  are  too  vague  and  general  to  be  capable  of  any  practi- 
cal application.  Professor  Parson's  statistics  on  industry  are  now  only 
of  historical  value  and  in  many  cases  the  form  of  his  investigations 
could  not  be  applied  successfully.  One  of  the  best  parts  of  the  book  is 
the  series  of  case  studies  which  occupy  the  last  fifty  pages. 

Perkins,  Frances.  Summary  of  the  Discussion  on  Occupations. 
Second  national  conference  of  Vocational  Guidance  Associa- 
tion, Proc,  pp.  56-58. 

A  stirring  appeal  for  improving  jobs,  candid  information,  training 
for  leisure,  and  experimentation  at  several  jobs  before  final  selection  of 
a  vocation. 

Pritchard,  Myron  T.  and  Turkengton,  Grace  A.,  Stories  of 

Thrift  for  Young  Americans.    Charles  Scribner's  Sons,  191 5. 

A  sensible,  helpful  book.  The  stories  deal  with  practical  efforts  to 
spend  money  wisely.  They  are  altogether  free  from  moralizing  of  the 
old  sort.    The  work  of  corn  clubs  is  described. 

Prosser,  Charles  A.  Practical  Arts  and  Vocational  Guidance. 
Manual  Training  Magazine,  Vol.  xrv,  No.  3,  Feb.  1913, 
pp.  209-222.    Also  in  Bloomfield's  Readings,  pp.  352-367. 

A  forceful  discussion  of  the  need  for  modifying  "  manual  training  " 
in  the  direction  of  real  tasks  such  as  those  of  the  prevocational  school. 
Varied  manual  work  must  be  provided  in  the  elementary  school:  "  The 
school  must  furnish  real  Hfe  experience."  The  author  shows  that  boys 
already  make  choices  of  great  significance,  whether  or  not  they  are 
ready  for  these  choices. 

See  also  Bureau  of  Labor  Statistics,  below. 

PuTFER,  J.  Adams.     Vocational  Guidance;    The  Teacher  as  a 

Counselor.     Rand  McNally  &  Co.,  1913. 

A  popular  style  of  writing  is  an  asset  if  care  be  taken  to  keep  within 
proved  principles.  This  book's  helpfulness  is  neutralized  by  over- 
statement, half-truth,  and  naive  reliance  on  much  questioned  hypothe- 
ses. It  is  not  likely  to  help  the  teacher  to  obtain  a  clear  idea  of  the 
movement.  It  does  show  the  need  for  a  broader  program  of  studies  in 
the  school. 


GENERAL  REFERENCES  21 

Richards,  Charles  R.  What  We  Need  to  Know  About  Occupa- 
tions. Second  National  Conference  on  Vocational  Guidance, 
Proc.  191 2,  pp.  35-44.  Also  in  Bloomfield's  Readings,  pp. 
504-514. 

An  analysis  so  good  that  it  is  substantially  followed  in  the  recent 
vocational  surveys. 

Richardson,  Norman  E.  and  Loomis,  Ormond  E.     The  Boy 

Scout  Movement  Applied  by  the  Church.     Charles  Scribner's 

Sons,  1915. 

The  Boy  Scout  Movement  is  full  of  suggestiveness  for  improving  the 
work  of  the  elementary  school,  and  the  work  of  the  organization  supple- 
ments the  school  program.  If  the  boy  and  girl  are  to  have  opportunity 
to  lay  a  broad  foundation  of  useful  experiences,  as  a  basis  for  choice  of 
occupation,  no  better  means  can  be  found  than  the  combination  of 
school  and  scouting.  The  book  is  an  excellent  manual  for  teachers  as 
well  as  scoutmasters. 

RiGHTER,  Leonard.     The  Curriculum  and  Vocational  Guidance. 

The  Elementary  School  Journal,  Vol.  xvi,  No.  7,  Mar.  1916, 

369-380. 

A  discussion  of  the  principles  and  pohcies  of  vocational  guidance. 
Its  relation  to  equal  opportunity  is  clearly  stated.  A  selected  bibliog- 
raphy is  given. 

and  Leonard,  Robert  J.  Educational  Surveys  and  Voca- 
tional Guidance.  Teachers  College  Record,  Vol.  xrv.  No.  i, 
Jan.  1913. 

This  number  of  the  Record  is  given  over  to  two  papers,  with  an  in- 
troduction by  Professor  Bonser.  Righter's  article  is  The  Educational 
Survey  Preparatory  to  the  Organization  of  Vocational  Education 
(pp.  3-43) ;  and  Leonard's,  Social  Phases  of  Industrial  Life  and  their 
Relation  to  Vocational  Guidance,  pp.  44-64.  Proposed  plans,  outlines, 
and  diagrams. 

Roberts,  Edward  D.    The  Continuation  Schools  of  Cincinnati  as 

a  Means  of  Vocational  Guidance.    U.  S.  Bureau  of  Education 

Bulletin,  1914,  No.  14.    Vocational  Guidance,  pp.  67-72. 

A  good  explanation  of  the  way  in  which  this  school  can  help  the  pupil 
to  find  his  interests  through  a  range  of  activities. 

Sandwick,  Richard  L.    How  to  Study  and  What  to  Study.    D.  C. 

Heath  and  Co.,  1915. 

This  book  contains  valuable  directions  for  applying  school  studies  to 
occupational  needs. 


22  VOCATIONAL  GUIDANCE 

ScHALLENBERGER,  MARGARET  E.    The  Physical  Condition  of  the 

Child,  as  a  Leading  Factor  in  Determining  his  Vocational 

Guidance.   N.  E.  A.  Addresses  and  Proc,  1914,  pp.  704-707. 

A  plea  for  more  attention  to  the  physical  limitations  in  selecting  the 

vocation. 

Spaulding,  Fr.\nk  E.  Problems  of  Vocational  Guidance. 
N.  E.  A.,  Department  of  Superintendence,  1915.  Proc,  pp. 
83-87.  N.  E.  A.  Addresses  and  Proc,  191 5,  pp.  331-335- 
Also  in  Bloomfield's  Readings,  pp.  69-74. 

One  of  the  best  articles  on  this  subject.  Outlines  the  problems  neces- 
sary to  be  grappled  with  in  any  adequate  program  of  vocational  guid- 
ance. 

Thompson,  Frank  V.  Commercial  Education.  Chapter  X  of 
U.  S.  Commissioner  of  Education,  Report,  191 5,  Part  I, 
pp.  279-293. 

A  statement  of  the  need  for  examination  and  criticism  of  commercial 
courses,  the  relation  between  commercial  and  industrial  education, 
organization  and  methods,  and  standards  and  tests  used  in  schools  and 
business  houses.  "  Guidance,  placement,  and  follow-up  are  essential 
features  of  a  well-ordered,  comprehensive,  and  effective  plan  of  com- 
mercial training." 

Commercial  Education  in  Public  Secondary  Schools.    School 


Efficiency  Series.     World  Book  Co.,  191 5. 

An  indispensable  book  for  those  interested  in  commercial  education. 
Goes  to  actual  business  requirements  for  data  in  planning  courses. 
Good  index,  and  illustrative  material. 

Thorndtke,  E.  L.    Educational  Psychology.    Teachers'  College, 

Columbia  University,  19 14.    In  three  volumes:  The  Original 

Nature   of   Man;    The   Psychology  of   Learning;    Work, 

Fatigue,  and  Individual  Differences. 

This  work  gives  the  modern  thought  and  experimental  data  on 
several  matters  of  importance  to  vocational  guidance:  Interests  and 
instincts,  learning,  efficiency,  theory  of  mental  discipUne,  recapitula- 
tion theory,  the  theory  of  types  and  mental  antagonisms,  and  individual 
differences. 

Educational  Psychology.    Briefer  Course.    Teachers'  Col- 
lege, Columbia  University,  19 14. 

Covers  the  same  ground  as  the  above  work  in  briefer  form. 


GENER.\L  REFERENCES  23 

Thorndike,  E.  L.  The  Permanence  of  Interests  and  their  Rela- 
tion to  Abilities.  Pop.  Sci.  JVIonthly,  Vol.  lxxxi,  No.  5,  Nov. 
191 2,  pp.  449-456.     Also  in  Bloomfield's  Readings,  pp.  386- 

395- 

A  statistical  study  to  find  out  the  relation  between  the  elementary- 
school  interests  of  children  and  their  high-school  and  college  interests 
and  abihties.  On  the  whole,  it  is  found  that  interests  persist,  and  are  a 
fair  index  of  abihty.  (The  conclusion  has  been  questioned;  more  data 
are  needed,  as  Thorndike  states  at  the  end  of  the  article.) 

The   University  and   Vocational  Guidance.     Bloomfield's 

Readings,  pp.  96-102. 

Shows  that  neither  charitable  organizations  nor  business  associations 
can  give  satisfactory  guidance,  but  that  it  must  be  done  by  the  schools. 
Shows  that  it  must  be  based  on  knowledge  of  the  occupations,  and  on 
scientific  knowledge  in  psychology  and  sociology. 

Van  Sickle,  James  H.     The  Vocational  Trend  in  Education, 

Educational  Administration  and  Supervision,  Vol.  i,  No.  i, 

Jan.  191 5,  pp.  67-68. 

This  article  deals  with  the  relation  of  the  aim  in  prevocational  and 
vocational  work  to  other  aims  in  education.  There  is  no  conflict  of 
aims. 

Vocational   Guidance   Society  of   California.     Annual  Report. 

191 6.    Mrs.  May  L.  Cheney,  Sec'y,  University  of  California. 

This  report  shows  the  excellent  effort  being  made  by  this  society  to 
interest  persons  of  varied  activities  in  furthering  the  movement  for 
vocational  guidance. 

Ward,  E.  J.     The  Social  Center.     D.  Appleton  and  Company, 

1913- 

This  important  book  deals  with  many  of  the  activities  in  which  a 
vocational  counselor  must  participate  if  he  is  to  become  acquainted 
with  the  ideals  and  needs  of  his  neighbors,  and  if  he  is  to  help  young 
persons  already  at  work. 

Ward,  Lester  F.    Applied  Sociology.    Ginn  and  Company,  1906. 

A  stimulating  book  in  the  hope  it  expresses  for  human  betterment. 
Shows  that  great  men  are  products  of  their  artificial  environment,  — 
economic,  social,  and  educational,  —  and  holds  out  the  hope  that  the 
extension  of  the  privileges  of  a  better  environment  will  lead  to  great 
progress  among  the  common  people. 


24  VOCATIONAL  GUIDANCE 

Ward,  Lester  F.  Eugenics,  Euthenics,  a?td  Endemics.  Ameri- 
can Journal  of  Sociology,  Vol.  xvm,  No.  6,  May  1913,  pp. 

737-757- 

Claims  that  if  artificial  limitations  were  removed,  ninety-nine  and 
four-tenths  per  cent  of  our  population  would  be  found  to  be  normal 
minded,  and  fifty  per  cent  potential  geniuses.  Claims  that  even  the 
denizens  of  the  slums  are  by  nature  the  peers  of  the  boasted  "  aristoc- 
racy of  brains",  and  "  the  equals  in  all  but  privilege."  Some  persons 
may  not  agree  with  Ward,  yet  as  teachers  we  deal  with  environment, 
not  with  heredity,  and  must  make  the  most  of  the  opportunity. 

Wile,  Ira  S.    Vocational  Guidance  and  the  Curriculum.    National 

Vocational  Guidance  Association.     Proc.  1914,  pp.  29-35. 

This  is  one  of  the  few  attempts  to  examine  the  school  studies  one  at  a 
time  for  the  purpose  of  suggesting  their  vocational  possibiMties.  The 
article  is  helpful  in  this  particular,  although  there  is  some  appeal  to  the 
doubtful  aspects  of  the  theory  of  mental  disciphne.  Wile  truly  states 
that  "  job  finding  is  not  necessarily  vocational  guidance." 

Wisconsin  State  Board  of  Industrial  Education.  Outlines  of 
Lessons.     No.  10,  Second  Edition,  1914. 

This  is  the  report  of  an  institute  for  the  instruction  of  teachers  in 
industrial,  commercial,  continuation,  and  evening  schools.  The  book 
is  full  of  interesting  suggestions.  Of  special  interest  is  the  article, 
Continuation  Schools :  Shall  they  be  General  Improvement  Schools  or 
Vocational  Schools  ?  pp.  476-483,  Warren  E.  Hicks.  The  writer 
shows  that  continuation  school  children  need  vocational  guidance 
rather  than  vocational  education. 

Woods,  Ervtlle  B.  The  Social  Waste  of  Unguided  Personal 
Ability.  American  Journal  of  Sociology,  Vol.  xix.  No.  3, 
Nov.  1913,  pp.  358-369.    Also  in  Bloomfield's  Readings,  pp. 

19-31- 

Shows  how  society  fails  to  make  use  of  human  ability;  few  are 
adequately  educated  or  have  proper  guidance  in  school  or  occupation. 
States  that  economic  conditions  cannot  be  changed  at  once,  but  that 
the  schools  can  give  "  vocational  imagination."  Outlines  a  program 
for  vocational  guidance.  A  stimulating  and  hopeful  article.  The 
sociological  principles  are  similar  to  Ward's. 

WooLLEY,  Helen  Thompson.     The  Psychological  Laboratory  as 

an  Adjunct  to  a  Vocational  Bureau.     Nat.  Conference  of 

Vocational  Guidance,  Proc.  191 2,  pp.  84-88. 

A  contradiction  of  claims  and  doubts.  "  A  trained  experimental 
psychologist  can  make  a  much  better  estimate  of  a  stranger's  abihties 


GENERAL  REFERENCES  25 

by  means  of  an  hour  or  so  spent  in  laboratory  tests,  than  he,  or  most 
other  people,  could  make  as  the  result  of  an  hour's  interview."  "  Ex- 
perimental psychology  is,  as  yet,  a  coarse  and  clumsy  tool,  attacking  a 
very  difficult,  delicate,  complex  problem."  Mrs.  Woolley's  work  is 
valuable  as  experimental  psychology,  but  it  is  doubtful  whether  other 
bureaus  should  at  present  attempt  similar  experiments,  since  this 
would  involve  duplication  of  eflfort. 

WooLMAN,  Mrs.  Mary  Schenck.    Investigations,  the  Need  and 
Value.    Nat.   Conference  on  Voc.  Guid.,  Proc.  191 2,  pp. 

53-56. 

A  good  statement  of  the  things  to  look  out  for  in  studying  occupa- 
tions. 


I 


PART  II 

CURRENT  PRACTICES  AND  POLICIES  IN  VOCATIONAL 

GUIDANCE 

Alden,  George  I.    A  Plan  for  Better  Education  of  Boys  and  Girls 

Who  Leave  the  Grammar  School  to  Seek  Employment  in  the 

Unskilled  Industries.     Read  before  the  Worcester  (Mass.) 

Education  Association,  1913;    The  Commonwealth  Press, 

Worcester,  Mass. 

This  paper  proposes  that  the  half-time  plan  shall  be  applied  wherever 
boys  and  girls  find  it  necessary  to  leave  school  before  the  completion  of 
the  grammar  grades.  A  business  man  of  broad  outlook  outlines  the 
numerous  advantages  in  such  a  plan. 

Allen,  Frederick  J.    The  Vocation  Bureau  and  the  Boston  School 

System.     National  Municipal  Review,  Vol.  11,  No.  i,  Jan. 

1913,  pp.  108-111. 

A  good  statement  of  the  need  for  guidance,  and  of  the  early  work  of 
the  bureau  in  beginning  the  work  in  the  Boston  Schools. 

Barnard,  J.  Lynn  and  Others.     The  Teaching  of  Community 

Civics.    Bureau  of  Education,  Bulletin  No.  23,  1915. 

An  excellent  statement,  prepared  by  a  committee  of  four,  on  the 
subject-matter  and  method  of  modernized  civics,  for  both  elementary 
and  high  school.  A  simple  treatment  of  certain  economic  principles  is 
recommended. 

Bartlett,  L.  W.  (Chairman),  and  others.  Report  of  Voca- 
tional Guidance  Committee,  California  State  High  School 
Teachers'  Association,  1916.  Sierra  Educational  News, 
Vol.  xn.  No.  8,  Aug.  1916,  pp.  190-201. 

A  survey  of  progress  in  California,  and  a  statement  of  general 
principles. 

Bate,  William  G.  An  Experiment  in  Teaching  a  Course  in  Ele- 
mentary Sociology.  The  School  Review,  Vol.  xxiii.  No.  5, 
May,  1915.     pp.  331-340- 

An  excellent  outline  is  presented,  and  the  importance  to  vocational 
guidance  of  such  work  is  evident. 

36 


VOCATIONAL  GUIDANCE  27 

Bate,  William  G.    How  Can  the  Faculty  of  the  Small  High  School 

Establish  a  Vocational  Guidance  System?    Manual  Training 

and  Vocational  Education.    Vol.  xvn,  No.  5,  Jan.  1916,  pp. 

336-342. 

This  article  shows  how  a  group  of  teachers  went  about  (r)  supplying 
the  need  for  objective  data  about  occupations  in  their  community,  (2) 
improving  the  program  of  studies,  (3)  counseling  individual  pupils, 
(4)  furnishing  vocational  enlightenment,  (5)  enlisting  the  cooperation 
of  many  agencies  for  the  benefit  of  the  pupils.  "All  this",  says  the 
author,  "  is  an  entirely  feasible  undertaking  for  the  faculty." 

Bloomtield,  Meyer.     See  Part  I. 

The  School  and  the  Start  in  Life.    Bureau  of  Education, 

Bulletin,  1914,  No.  4. 

"  A  study  of  the  relation  between  school  and  employment  in  Eng- 
land, Scotland,  and  Germany."  Full  of  the  results  of  careful  investiga- 
tion, many  of  which  are  instructive  for  the  United  States.  Some  of 
the  material  has  been  repubUshed  in  Readings  and  Youth,  School,  and 
Vocation.  The  pamphlet  contains  an  extended  bibliography  of  voca- 
tional guidance  in  Europe. 

Book,  W.  F.    Vocational  Education  in  Indiana.    Read  before  the 

Indiana  State  Teachers'  Association,  Dec.  22,  1913. 

A  significant  paper  by  a  deputy  state  superintendent  in  charge  of 
vocational  education.  Outhnes  a  plan  proposed  by  Dr.  Weatherly 
of  the  University  of  Indiana  for  state- wide  vocational  guidance:  i.  A 
survey  of  industries  in  the  state;  2.  A  standard  record  card  for  the  use 
of  all  schools;  3.  Counselors  chosen  by  each  school  to  advise  with  the 
pupils;  4.  Study  of  vocations  and  opportunities  for  training;  5.  Prep- 
aration of  a  selected  bibliography  for  the  use  of  teachers  and  pupils. 

Boston  School  Committee.    Annual  Report.    School  Document 

No.  10,  1912. 

This  report  was  addressed  to  the  parents,  and  is  full  of  vocational 
information  from  the  standpoint  of  the  offerings  of  the  school  depart- 
ment. There  is  a  short  section  on  vocational  guidance.  See  also 
reports  for  1914  and  1915. 

Circular    of    Information    Relating    to    the    Continuation 

Schools.     School  Document  No.  26,  191 5. 

A  comprehensive  statement  about  the  Boston  experiment:  Laws, 
history,  organization,  studies,  and  results.  Gives  the  history  of  several 
individual  cases.     Illustrated. 


28  CURRENT  PRACTICES  AND  POLICIES 

Brooks,  Stratton  D.  Vocational  Guidance  in  the  Boston  Schools. 
The  School  Review,  Vol.  xix,  No.  i,  Jan.  1911,  pp.  42-50. 
Also  in  Bloomfield's  Readings,  pp.  83-91. 

Beginnings  in  the  schools  of  Boston,  with  some  general  principles. 

Bureau  of  Education.    Commissioner  of  Education,  U.S.,  Annual 

Reports,  igi4  and  1915. 
Summaries  are  given  of  the  work  carried  on  in  various  cities. 

Curtis  Publishing  Company,  Philadelphia.  Schooling  for  Voca- 
tions.    1916. 

This  booklet  explains  the  plan  by  which  "  50,000  schoolboys  are 
learning  by  doing",  under  the  direction  of  this  company.  The  Curtis 
Publishing  Company  is  expressing  a  decided  and  intelligent  interest  in 
vocational  guidance,  and  seeks  the  cooperation  of  teachers. 

Davis,  Anne  S.  A  Brief  Statement  of  the  Work  of  the  Vocational 
Bureau  and  the  Joint  Committee  for  Vocational  Supervision. 
National  Vocational   Guidance  Association.     Proc.   1914, 

PP-  51-56. 

An  excellent  statement  of  the  investigations  in  Chicago  and  of  the 
work  there  in  guidance  and  placement.  Strong  evidence  against  work 
for  children  fourteen  to  sixteen  years  of  age. 

Eaton,  Mary  N.  Directing  the  Vocational  Aim  Through  Biog- 
raphy.   Vocational  Guidance  Bulletin,  Vol.  11,  No.  i.    Jan. 

1916,  pp.  3-4. 

Shows  the  value  of  studying  the  biographies  of  men  and  women 
living  in  one's  own  town,  and  of  using  oral  reports  rather  than  com- 
positions. 

Education  Department  of  the  State  of  New  York.  Examination 
of  the  Public  School  System  of  the  City  of  Bufalo.    191 6.    pp. 

161-167. 

Discussion  of  the  plans  and  policies  in  vogue  in  the  city  of  Buffalo. 
It  does  not  offer  a  constructive  plan  for  effective  work  in  Buffalo. 

Fitch,  John  A.  A  Method  for  Industrial  Surveys.  National  Con- 
ference on  Vocational  Guidance.     Proc.  191 2,  pp.  44-53. 

A  statement  of  the  plan  and  methods  for  inquiries  about  occupations, 
particularly  with  reference  to  the  welfare  of  the  employed.  A  good, 
clear  exposition. 

Giles,  F.  M.  Guidance  by  Systematic  Courses  of  Instruction  in 
Vocational  Opportunities  and  Personal  Characteristics.     In 


IN  VOCATIONAL  GUIDANCE  29 

Vocational  Guidance,  U.  S.  Bureau  of  Education  Bulletin, 
1914,  No.  14,  pp.  52-59. 

A  summary  of  the  experience  in  the  De  Kalb  (111.)  High  School  in 
making  investigations,  giving  vocational  talks,  counseling  and  teach- 
ing practical  ethics. 

Giles,  F.  M.  Vocational  Guidance  in  the  High  School.  School 
Review,  Vol.  xxn.  No.  4,  April  1914,  pp.  227-334. 

Similar  to  the  above  article.  Three  main  features  are  embodied  in 
the  plan  of  guidance  here  outlined:  i.  General  survey  work  with  the 
classes;  2.  Investigation  of  industrial  conditions;  3.  Personal  coun- 
seling with  individuals  concerning  the  choice  of  a  vocation. 

The  class  discussions  described  seem  to  be  based  on  reading  rather 
than  on  actual  contact  with  local  conditions.  Canvassing  is  suggested 
as  a  means  of  determining  a  pupil's  fitness  for  salesmanship,  a  doubtful 
procedure  since  such  work  demands  training  and  experience  much  in 
advance  of  that  usually  possessed  by  high-school  students. 

There  are  some  good  suggestions  for  discovering  the  training  which 
employers  expect  boys  and  girls  to  get,  although  there  is  always  danger 
in  placing  too  much  dependence  upon  the  employer's  opinion  in  the 
matter.     On  the  whole  a  valuable  article. 

Goodwin,  Frank  P.     Vocational  Guidance  in  Cincinnati.    An 

address  before  the  Ohio  State  Teachers'  Association,  1913. 

In  Bloomfield's  Readings,  pp.  129-140. 

Outlines  a  comprehensive  system  of  educational  and  vocational 
guidance,  with  certain  references  to  what  has  been  done  in  Cincinnati. 

Greany,  Ellen  M.  A  Study  of  the  Vocational  Guidance  of  Gram- 
mar-School Pupils.  Educational  Administration  and  Super- 
vision, Vol.  I,  No.  3,  March  191 5,  pp.  173-194.  Also  in 
Bloomfield's  Readings,  pp.  267-287. 

An  interesting  experiment  with  two  groups  of  children,  one  of  which 
was  instructed  in  vocational  information,  and  the  other  not  so  taught. 
It  is  statistically  shown  that  the  life-career  motive  does  serve  to  "  wake 
the  child  up."  The  author  favors  life-career  classes  in  the  seventh  and 
eighth  grades,  and  states  that  the  children  "  lack  neither  comprehen- 
sion nor  vision  "  for  the  work. 

Hill,  David  Spence.     Facts  About  tJie  Public  Schools  of  New 

Orleans  in  Relation  to  Vocation.    Commission  Council,  New 

Orleans,  1914. 

An  excellent  study  made  by  a  city  in  order  to  discover  what  type  of 
school  is  needed. 


30  CURRENT  PRACTICES  AND  POLICIES 

Hill,  David  Spence.     The  Problem  of  Vocational  Guidance  in 

the  South.    National  Vocational  Guidance  Association,  Proc. 

1914,  pp.  36-44. 

Letters  were  sent  out  to  forty-three  superintendents  in  fourteen 
states.  Only  fifteen  responses  were  secured,  but  Mr.  Hill  concluded 
from  these  that  only  four  cities,  Little  Rock,  Houston,  Birmingham, 
and  New  Orleans,  were  paying  attention  to  the  subject.  Mr.  Hill 
concludes  with  regard  to  the  South:  i.  The  problem  is  complicated 
through  special  physical,  social,  and  economic  conditions  such  as 
climate,  the  presence  of  large  numbers  of  negroes,  and  the  predomi- 
nance of  agricultural  pursuits;  2.  Vocational  guidance  of  a  very  real 
sort  has  been  practiced  in  the  South  as  elsewhere  for  a  long  time  and 
ought  not  to  be  hurriedly  replaced  by  "  theoretical,  defective 
guidance." 

HoRTON,  D.  W.    A  Plan  for  Vocational  Guidance.    The  School 

Review,  Vol.  xxni,  No.  4,  April,  191 5,  pp.  236-243. 

The  High  School  at  Mishawaka,  Indiana,  is  using  a  plan  for  securing 
vocational  information  and  promoting  vocational  guidance  which  has 
several  commendatory  features.  A  half-unit  course  is  offered  which 
takes  up  the  study  of  local  industries  and  permits  the  student  to  make 
an  extensive  investigation  of  his  chosen  vocation.  A  good  outline 
is  given  for  the  analysis  of  a  vocation  for  the  use  of  students  or 
speakers. 

Iowa  State  Teachers'  Association,  Vocational  Education  and  Voca- 
tional Guidance.  A  survey  and  preliminary  report,  Dept.  of 
Public  Instruction,  Bulletin  No.  13,  1914. 

This  is  an  interesting  and  valuable  report.  The  section  bearing 
directly  on  vocational  guidance  is  brief  but  comprehensive. 

Jacobs,  Charles  L.    An  Experiment  in  High  School  Vocational 

Guidance.     Manual  Training  and   Vocational  Education, 

Vol.  XVII,  No.  2,  Oct.  1915,  pp.  81-85. 

The  methods  used  at  San  Jose,  Cahfornia.  It  emphasizes  the  life- 
career  class  and  "  avocational  guidance."  The  author  compiled  the 
CaUfornia  book  list;  see  Bibliographies. 

King,    Metella.     Vocational   Study   in   Elementary    Schools. 

Journal  of  Education,  Vol.  lxxxi.  No.  7,  Feb.  18,  1915, 

pp.  179-180. 

A  plan  for  making  studies  and  reports  on  occupations,  beginning 
with  the  fourth  grade.  An  outline  for  an  eighth-grade  class  is  offered. 
The  article  gives  a  good  summary  of  benefits  to  be  derived  from  such 
work. 


IN  VOCATIONAL  GUIDANCE  3 1 

Los  Angeles.     Vocational  Bulletin  No.  I.     Los  Angeles  School 

Department,  1914. 

An  excellently  arranged  bulletin  to  hang  up  in  the  schools,  showing 
the  occupations  for  which  each  high  school  prepares,  with  the  require- 
ments and  advantages  of  each  occupation  briefly  stated. 

McCann,  Matthew  R.  The  Fitchhurg  Plan  of  Cooperative  In- 
dustrial Education.  U.  S.  Bureau  of  Education  Bulletin, 
1913,  No.  50. 

A  detailed  explanation  of  the  working  out  of  this  plan  in  the  high 
school. 

New  York   City  Board   of   Education.     Report  on   Vocational 

Guidance  Committee  on  High  Schools  and  Training  Schools, 

igi4.    Reprinted  in  Bloomfield's  Readings,  pp.  287-345. 

A  comprehensive  study  of  the  best  practices  in  vocational  guidance, 
with  recommendations  for  New  York  City. 

1 6th  Annual  Report  of  the  Superintendent  of  Schools.    Year 

ending  July  31,  1914. 

Pages  i6g-i74  deal  with  vocational  guidance,  with  recommendations 
for  New  York  City. 

Reed,  Anna  Y.    Vocational  Guidance  Report,  igij-1916.    Seattle, 

Wash.,  Board  of  School  Directors.    Vocational  Publication 

No.  2,  November,  1916. 

This  is  an  excellent  statement  of  the  work  accomplished  in  Seattle, 
with  an  exposition  of  plans,  principles,  and  policies.  Both  statistics 
and  personal  cases  are  given. 

Reed  College  Record.     Catalog.     Reed  College. 

Outlines  the  required  freshman  course  called  "  College  Life",  dealing, 
among  other  topics,  with  life-careers. 

Sears,  J.  B.  Occupations  of  Fathers  and  Occupational  Choices  of 
lojg  Boys  in  Grades  Seven  and  Eight  of  the  Oakland  Schools. 
School  and  Society,  Vol.  i.  No.  21,  May  22,  1915,  pp.  750- 

756. 

Professor  Sears  compares  the  choices  of  the  boys  with  the  occupa- 
tions of  their  fathers.  He  finds  that  choices  vary  widely,  that  they  are 
not  based  on  probable  opportunity,  that  many  arc  unwise,  and  that 
many  pupils  have  not  chosen  at  all.    A  statistical  study. 


32  CURRENT  PRACTICES  AND  POLICIES 

Stimson,  R.  W.  The  Massachusetts  Home-Project  Plan  of  Voca- 
tional Agricultural  Education.  U.  S.  Bureau  of  Education, 
Bulletin,  1914,  No.  8. 

An  attractive  account  of  the  Massachusetts  plan  in  which  pupils  are 
taught  to  apply  at  home  what  they  learn  at  school.  This  principle  may 
be  used  in  many  other  departments  of  work  —  in  all,  perhaps.  The 
plan  is  explained  in  detail,  with  outlines,  pictures,  statistics,  and  school 
programs.    There  is  an  extensive  bibliography,  and  an  index. 

Thompson,  Frank  V.    Vocational  Guidance  in  Boston.    National 

Vocational  Guidance  Association,  Proc.  1914,  pp.  17-24.  Also 

the  School  Review,  Vol. xxni, No.  2,  Feb.  i9i5,pp.  105-112. 

A  sensible  discussion  of  the  general  principles  of  guidance  and  a 
description  of  the  present  methods  and  future  plans  for  Boston. 

The  Vocation  Bureau  of  Boston.     Vocational  Guidance  and  the 

Work  of  the  Vocation  Bureau  of  Boston.     191 5  Report. 

A  comprehensive  statement  of  policies,  accomplishments,  and  future 
plans. 

Westgate,  C.  E.  Vocational  Guidance  in  the  Stadium  High 
School,  Tacoma,  Washington.  Manual  Training  and  Voca- 
tional Education,  Vol.  XVII,  No.  7, March,  I9i6,pp.  511-514. 

Three  clubs  were  formed  in  this  school:  The  Commercial  Club;  The 
CoUege-Professional  Club;  and  the  Industrial  Club.  The  pupils 
themselves  investigate  occupations  and  call  in  men  from  different 
vocations  to  speak  to  them  and  answer  questions. 

Wheatley,  William  A.     Some  Suggestions  for  Presenting  a 

Course  in  Vocational  Information  to  Pupils  in  Our  Smaller 

Schools.    National  Vocational  Guidance  Association,  Proc. 

1914,  pp.  24-29. 

A  helpful  statement.  The  course  in  the  High  School  at  Middletown, 
Conn.,  treats  of:  i.  The  importance  of  vocational  information  and 
how  to  study  vocations;  2.  A  detailed  study  of  eighty  or  ninety  voca- 
tions; 3.  A  discussion  of  choosing  one's  life-work  and  how  to  secure  a 
position.  The  article  gives  illustrative  material.  See  Gowin  and 
Wheatley's  Occupations,  which  indicates  the  outHne  followed. 

Vocational  Information  for  Pupils  in  a  Small  City  High 

School.    The  School  Review,  Vol.  xxni,  No.  3,  March  1915, 

pp.  175-180. 

Made  up  of  extracts  from  the  article  noted  above  with  some  new 
illustrative  material. 


IN  VOCATIONAL  GUIDANCE  33 

Women's  Municipal  League  of  Boston.    Opportunities  for  Voca- 
tional Training  in  Boston.     19 13. 

Lists  all  the  schools,  giving  courses,  tuition,  etc.  In  addition  to 
this  book,  the  League  had  a  number  of  large  charts  printed  which  show 
at  a  glance  the  efforts  of  each  school  to  educate  for  certain  occupa- 
tions. The  preparation  and  publication  of  such  material  is  a  sub- 
stantial pubhc  service. 

WooLLEY,  HJELEN  THOMPSON.    Charting  Children  in  Cincinnati. 

The  Survey,  Vol.  xxx,  No.  19,  Aug.  9,  1913,  pp.  601-606. 

Also  in  Bloomfield's  Readings^  pp.  220-233. 

Explains  the  laws  for  entering  upon  work  in  Ohio,  and  how  they  are 
enforced  in  Cincinnati.  The  fourteen  year  old  child  applying  for  a  work 
certificate  must  be  furnished  a  contract  signed  by  an  employer.  The 
article  also  describes  the  examination  of  children  by  the  bureau.  (See 
below.)  The  article  expresses  a  good  social  view-point  on  the  questions 
relating  to  children  at  work. 

The  Legal  Registration  of  Certificates  as  an  Aid  to  Follow-  Up 

Work.     National  Conference  on  Vocational  Guidance, 

Proc.  191 2,  pp.  27-30. 

A  brief  statement  of  the  Cincinnati  methods  and  some  pertinent 
remarks  on  the  dangers  of  placement.  "  The  problem  of  vocational 
guidance  for  children  under  sixteen,  resolves  itself  into  a  problem  of 
prevocational  training." 

The  Mind  of  a  Boy;  The  Future  of  Experimental  Psychology 

in  Vocational  Guidance.    The  Survey,  Vol.  xxxvii.  No.  5, 

Nov.  4,  1916,  pp.  122-125. 

This  article  is  a  defence  of  the  laboratory  as  an  adjunct  to  a  vocation 
bureau.  Though  it  is  stated  that  "  the  appUcation  of  experimental 
psychology  to  vocational  guidance  is  in  a  research  phase  ",  tangible 
results  are  claimed  and  definite  conclusions  drawn.  It  is  hoped  to  dis- 
cover those  who  would  not  make  successes  at  skilled  trades  and  pro- 
fessions, and  to  save  them  wasted  effort,  obviously  a  worthy  object. 
But  what  of  the  danger  in  applying  averages  and  probabilities  to  indi- 
viduals ?  Faced  with  an  individual  student  with  aims  and  ambitions 
and  serious  problems  to  solve,  we  must  still  say  "  unproved  "  to  con- 
clusions in  the  field  of  guidance  which  are  based  on  laboratory  tests. 

A    New  Scale  of  Mental  and  Physical  Measurements  for 

Adolescents,  attd  Some  of  Its  Uses.     The  Journal  of  Educa- 
tional Psychology,  Vol.  vi,  No.  9,  Nov.  191 5,  pp.  521-550. 

The  laboratory  staff  of  the  Vocation  Bureau  of  Cincinnati,  Ohio,  has 
applied  a  series  of  mental  and  physical  tests  to  a  large  number  of  school 


34  CURRENT  PRACTICES  AND  POLICIES 

children  with  the  hope  of  correlating  scores  in  the  tests  with  achieve- 
ments in  industry.  The  tests  were  applied  to  seven  hundred  and  fifty 
fourteen  year  old  children  at  the  time  of  leaving  school  to  go  to  work. 
Some  sii  hundred  and  eighty  of  the  same  children  were  tested  again 
after  having  been  at  work  a  year.  The  Yerkes  Point  Scale  was  used  to 
check  up  the  results  of  the  investigation. 

Several  defects  are  apparent  in  the  scale,  or  standard  score,  which 
Mrs.  Woolley  presents  as  the  result  of  the  tests.  Most  important  of 
these  is  the  fact  that  no  difference  in  weight  is  given  to  the  several 
mental  tests.  Obviously  this  is  impossible  until  correlations  have  been 
established  which  will  show  with  some  degree  of  certainty  what  rela- 
tionships exist  among  the  several  tests  and  which  agree  most  closely 
with  the  child's  success  in  his  occupation. 

Upon  the  basis  of  her  preliminary  report,  Mrs.  WooUey  proposes  to 
divide  all  school  children  into  five  groups  according  to  mental  and 
manual  aptitudes.  A  member  of  each  of  these  groups  is  to  be  given  the 
sort  of  training  which  will  best  fit  him  to  enter  the  sort  of  vocation  to 
which  the  result  of  his  tests  has  destined  him.  Such  a  generalization  is 
likely  to  prove  dangerous  in  its  practical  applications.  The  Cincinnati 
Bureau  has  done  an  excellent  piece  of  work  in  this  field,  but  too  early 
generalizations  of  a  radical  sort  are  not  to  be  looked  for. 


i 


PART  III 

VOCATION.\L  GUID.\NCE  IN  COMMERCE  AND  INDUSTRY 

Alexander,  Magnus  W.     Waste  in  Hiring  and  Discharging 

Employees.    Scientific  American  Supplement  No.  2041,  Feb. 

13;  1915,  PP-  102-103. 

A  statistical  study  of  preventable  waste,  with  proposals  for  remedies, 
by  an  experienced  factor>-  manager. 

American  Academy  of  Political  and  Social  Science.  Personnel 
and  Employment  Problems  in  Industrial  Management. 
Annals  of  the  Academy,  Vol.  lxv,  No.  154,  May  1916. 
Editors,  Meyer  Bloomfield  and  Joseph  H.  WilUts. 

Contains  over  thirty  important  articles  by  employment  managers, 
factory  superintendents,  educational  leaders,  and  special  investigators. 
The  best  collection  of  articles  obtainable  on  the  subject. 

Part     I.   The  Place  of  the  Human  Element  in  Industrial  Manage- 
ment. 
Part    II.   The  Functionalized  Employment  Department. 
Part  III.   Unnecessary  Hiring  and  Firing  of  Employees. 
Part  IV.   The  Securing,  Selection,  and  Assigning  of  Employees. 
Part    V.  The  Employee  at  Work. 

Andrews,  Irene  Osgood.  The  Relation  of  Irregular  Employment 
to  the  Living  Wage  for  Women.  New  York :  American  Asso- 
ciation for  Labor  Legislation.     1915. 

A  statistical  study  of  the  rate  of  wages  paid  and  the  actual  earnings 
received  by  women  in  such  industries  as  paper  box,  clothing,  and  candy 
manufacturing,  and  bookbinding.  Offers  convincing  proof  that  the 
regularity  of  employment  as  well  as  the  rate  of  pay  must  be  considered 
in  minimum-wage  discussions  if  we  are  to  establish  a  real  living  wage 
for  women. 

Arnold,   Horace  Lucien   and   Faurote,   Fay   Leon.     Ford 

Methods    and    the    Ford    Shops.     Engineering    Magazine, 

Publishers,  191 5. 

There  is  a  chapter  on  the  Ford  Employment  office,  describing  the 
methods  in  detail. 

3S 


36  VOCATIONAL  GUIDANCE 

Bloomfield,  Meyer.    (Ed.)     See  American  Academy,  above. 

The  New  Profession  of  Handling  Men.     Annals  of  the 

American  Academy  of  Political  and  Social  Science,  191 5, 
Publication  No.  928,  p.  6. 

A  statement  of  the  aims  and  methods  of  the  employment  manager, 
and  of  the  employment  managers'  associations,  with  a  discussion  of  the 
benefits  to  be  derived  from  this  new  effort  at  guidance  within  the 
occupation. 

Mr.  Bloomfield  gives  an  account  of  the  founding  of  the  Employment 
Managers'  Association  of  Boston  and  refers  to  some  of  the  more  strik- 
ing failures  in  methods  now  in  use  for  selecting  employees. 

Bureau  of  Labor  Statistics.    Monthly  Review. 

A  bulletin  of  current  events  in  the  field  of  labor.  Full  of  important 
information. 

Proceedings  of  the  Conference  of  Employment  Managers' 

Association  of  Boston,  Mass.:  Held  May  10,  igi6.    Employ- 
ment and  Unemployment  Series:  No.  4,  September  191 6. 

This  record  contains  valuable  information  on  the  following  topics: 
Sources  of  labor  supply;  records  and  filing  systems;  job  analysis; 
tests;  training;  promotion;  transfer;  discharge;  improving  efficiency 
of  employees;  reducing  the  turn-over;   employment  departments. 

Proceedings  of  Employment  Managers'  Conference.     1916. 

Whole    Number    196,    Emplojonent    and    Unemplo3mient 

Series,  No.  3. 

A  collection  of  papers  and  addresses  on  the  functions  and  methods 
of  employment  managers,  read  before  the  Minneapolis  session,  Jan. 
1916.  Duplicates  in  most  particulars  the  material  in  the  annals  Vol. 
Lxv.  Contains  an  additional  article  on  the  employment  department  of 
the  Ford  Motor  Company,  and  discussion  on  many  important  points. 

Short  Unit  Courses  for  Wage  Earners,  and  a  Factory  School 

Experiment.    Bulletin  Whole  No.  159,  Misc.  Series  No.  6, 

1915;  by  W.  A.  O'Leary,  Charles  A.  Prosser,  and  Charles  H. 

Winslow. 

The  first  study,  by  the  first  two  authors  named,  gives  a  general  and 
detailed  view  of  what  is  being  accompHshed  in  part-time  and  short- 
course  work.  The  second  describes  the  gain  to  workers  and  employers 
in  an  actual  experiment. 

The  British  System  of  Labor  Exchanges.     By  B.  Lasker. 

Employment   and   Unemployment  Series,  No.   5.     Whole 
Number  206,  October  191 6. 


IN  COMMERCE  AND  INDUSTRY  37 

An  excellent  account  of  the  national  system  of  labor  bureaus  estab- 
Ushed  for  the  United  Kingdom  by  the  Labor  Exchanges  Act  of  1909. 
The  report  describes  the  methods  in  use,  gives  the  result  of  an  investi- 
gation of  the  various  effects  of  the  exchanges  on  labor  conditions,  and 
summarizes  the  advantages  to  workers,  to  employers,  and  to  the  state. 

Civil  Service  Commission  of  the  U.  S.    Manual  of  Examinations 
for  the  Spring  of  1916.    (Issued  semi-annually.) 

Instructive  sets  of  specifications  for  several  occupations.  Shows  the 
possibilities  in  government  publications,  to  furnish  good  vocational 
information. 

Clopper,  Edward  N.  and  Hine,  Lewis  W.  Child  Labor  in  the 
Sugar-Beet  Fields  of  Colorado.  The  Child  Labor  Bulletin, 
Vol.  IV,  No.  4,  Feb.  1916,  Part  I,  pp.  176-206. 

An  intensive  study  of  seasonal  labor  in  its  effects  on  schooling.  Well 
told. 

Cohen,  Julius  H.  Law  and  Order  in  Industry.  Macmillan  Co. 
1916. 

A  review  of  the  protocol  which  closed  the  strike  of  1910  in  the  cloak 
and  suit  industry  of  New  York  City.  Describes  the  cloak  and  suit 
industry,  the  strike  of  1910,  and  the  administration  of  the  protocol.  A 
very  important  part  of  the  book  is  the  portion  devoted  to  the  work  of 
the  joint  board  of  sanitary  control.  The  protocol  should  receive  the 
careful  consideration  of  all  who  are  interested  in  employment  problems. 

Dearle,  N.  B.  Industrial  Training.  P.  S.  King  and  Son. 
London,  1914.  (Section  (c)  of  Chapter  XV  is  reprinted  in 
Bloomfield's  Readings,  pp.  32-42.) 

The  report  of  an  extensive  investigation  of  industries  employing 
boys  in  London.  Deals  with  the  manner  in  which  boys  enter  occupa- 
tions, how  they  learn  their  trades,  technical  and  trade  schools,  unem- 
ployment, wasteful  recruiting  of  trades  and  occupations,  and  offers 
suggestions  for  improvement.  A  valuable  addition  to  the  literature  of 
this  subject. 

Emerson,  Harrington.  Efficiency  as  a  Basis  for  Operation  and 
Wages.    The  Engineering  Magazine,  Publishers,  1909. 

A  book  on  scientific  management.  There  is  some  discussion  of 
economic  principles:  the  movement  is  here  represented  as  contributing 
to  the  welfare  of  society  and  the  worker. 

Factory  Management  Series.    Executive  Control.   A.  W.Shaw  Co., 

1915- 

Contains  a  chai)tcr  on  "  Manning  llic  Organization."  Emphasizes 
the  training  of  executives  and  deals  with  ihc  selection  of  foremen  and 


38  VOCATIONAL  GUIDANCE 

department  heads.  The  two  books  of  this  series  here  listed  are  written 
in  a  popular  style  and  tend  to  be  superficial.  Credence  is  given,  at 
least  by  implication,  to  several  very  doubtful  schemes  of  selection. 

Factory  Management  Series.     Labor.    A.  W.  Shaw  Co.,  1915. 

Based  on  the  work  of  a  number  of  prominent  authorities  in  the  em- 
ployment field.  The  following  are  chapter  headings  of  interest  to 
vocational  counselors:  Hiring  and  Advancing  Workers;  Starting  Men 
Right;  How  to  Pick  the  Best  Man;  Piece  Work;  Profit  Sharing.  See 
note  on  Executive  Control  above. 

Feiss,  Richard  A.  Personal  Relationship  as  a  Basis  of  Scientific 
Management.  Society  to  Promote  the  Science  of  Manage- 
ment, Vol.  I,  No.  6,  Nov.  1915,  pp.  5-25.  Also  in  Annals 
of  American  Academy,  see  p.  35. 

Mr.  Feiss  represents  a  company  under  a  new  type  of  management 
that  fully  realizes  the  importance  of  personnel  and  that  has  developed 
several  tentative  solutions  for  the  problem  of  caring  for  the  individual 
workman  to  the  best  advantage  of  every  one  concerned.  The  article 
describes  in  detail  the  work  of  the  Employment  Department  of  the 
Clothcraft  Shops  at  Cleveland,  Ohio.  Particularly  noteworthy  fea- 
tures are:  Care  in  selecting  employees  who  are  in  harmony  with  the 
spirit  of  the  organization;  Supervision  of  home  conditions  and  health 
through  nurses  and  physicians ;  Opportunity  for  transfer  and  try-out 
to  other  departments  of  the  factory;  Cooperation  with  the  selling 
branch  to  keep  down  lay-offs  and  dull  seasons.  All  matters  which 
pertain  to  the  hiring,  discharge,  promotion,  transfer,  general  welfare 
and  development  of  employees  are  functions  of  the  Employment  and 
Service  Department. 

Scientific  Management  Applied  to  the  Steadying  of  Employ- 
ment, and  its  Effect  in  an  Industrial  Establishment.  American 
Academy  of  Political  and  Social  Science,  Annals,  Sept.  191 5, 
Publication  No.  920. 

A  brief  statement  of  the  methods  in  use  in  the  employment  depart- 
ment of  the  Clothcraft  Shops  at  Cleveland,  Ohio,  and  the  fundamental 
principles  involved.  Nearly  all  of  the  material  is  restated  and  amplified 
in  the  longer  paper  by  Mr.  Feiss  referred  to  above. 

Filene  Cooperative  Association.  A  Thumbnail  Sketch  of  the 
Filene  Cooperative  Association.  Published  by  Wm.  Filene's 
Sons  Co.,  Boston,  1915. 

A  statement  of  the  activities  of  the  association,  with  a  diagram  of  the 
organization,  and  a  brief  history.  This  shows  the  varied  activities 
possible  in  an  establishment.  There  is  a  large  share  of  self-direction  in 
the  management  of  the  association. 


m  COMMERCE  AND  INDUSTRY  39 

Gantt,  H.  L.     Iftdustrial  Leadership.     Yale  University  Press, 
1916. 

A  collection  of  five  addresses  delivered  in  the  Page  Lecture  Series 
before  the  senior  class  of  Sheffield  Scientific  School,  Yale  University,  in 
1915.  The  book  advocates  giving  ample  opportunities  for  training  so 
that  properly  quahfied  leaders  may  be  developed  from  the  ranks  of  the 
workers. 

Analysis  of  the  tasks,  the  elimination  of  wasteful  and  unnecessary 
operations,  the  best  possible  conditions  for  work,  harmonizing  the 
selling  end  with  production  in  order  to  steady  employment,  accom- 
panied by  careful  selection  of  workers  and  the  readjustment  of  wages 
are  important  parts  of  the  plan.  Education  by  the  state  is  to  be  pro- 
vided in  matters  common  to  all  industries. 

The  material  is  very  poorly  arranged  and  the  reader  needs  a  knowl- 
edge of  the  author's  earlier  book,  Work,  Wages,  and  Profits. 

Work,  Wages,  and  Profits.     The  Engineering  Magazine, 

Publishers,  1910. 

A  book  on  scientific  management.  Deals  with  compensation  and 
training  of  employees  but  has  very  little  to  say  about  careful  selection. 
The  author  is  quoted  extensively  by  Hoxie,  see  below. 

GiLBRETH,  Frank  B.    Primer  of  Scientific  Management.    D.  van 

Nostrand  Company,  191 2. 

A  popularly  written  statement  of  principles,  with  an  introduction 
by  Louis  D.  Brandeis. 

GoLDMARK,  Josephine.    Fatigue  and  Efficiency.    Charities  Pub- 
lication Committee,  191 2. 

A  study  of  the  effect  of  factory  labor.  It  is  one  of  the  best  scientific 
studies  of  the  problem;  an  important  book. 

GowiN,  E.  B,    The  Executive  and  His  Control  of  Men.    Macmil- 
lan  Co.,  191 5,  pp.  349. 

Professor  Gowin's  study  of  executives  has  three  main  divisions.  The 
executive  is  first  considered  as  an  individual.  Both  his  physical  and 
mental  qualities  are  analyzed  and  compared  with  those  of  ordinary 
men.  In  Part  II,  the  working  methorls  of  a  leader  arc  discussed. 
Various  means  of  stimulating  and  controlling  men  are  passed  in  review. 
The  remaining  portion  of  the  book  is  devoted  to  "  Limits  upon  the 
Executive."  The  reactions  of  his  co-workers  either  increase  or  limit 
his  power  and  it  is  the  problem  of  Part  III  to  show  how  the  successful 
executive  can  overcome  apathy  or  opposition  in  his  working  force  and 
secure  their  best  efforts. 

The  volume  considers  the  term  "  executive  "  in  its  broadest  sense 
and  is  scarcely  to  be  regarded  as  a  work  on  business  methods.    Fully  as 


40  VOCATIONAL  GUIDANCE 

many  illustrations  are  drawn  from  political  or  military  leadership  as 
from  industry. 

The  psychological,  aspects  of  the  problem  are  carefully  analyzed  both 
from  the  point  of  view  of  the  worker  and  the  leader.  Separate  chapters 
are  devoted  to  personality,  imitation,  suggestion,  emulation,  interest 
and  apathy,  and  the  energizing  level.  The  reasoning  appears  to  be 
sound  and  valuable  conclusions  are  drawn. 

The  practical  business  man  or  the  student  of  vocational  guidance  will 
find  especially  helpful  the  portions  of  the  book  devoted  to  "  Organiza- 
tion "  (Chap.  VII) ;  "  Systematic  Personal  Effort  "  (Chap.  VIII);  and 
"  Instruction  "  (Chap.  XIX).  The  chapter  on  instruction  deals  with 
the  various  methods  in  use  for  instructing  employees.  A  few  examples 
are  given,  but  no  statistics  or  data  as  to  the  relative  worth  of  the 
methods  enumerated. 

Hard,  William.    Big  Jobs  for  Bad  Times.    Everybody's  Maga- 
zine, Vol.  XXXV,  No.  2,  Aug.  1916,  pp.  1 29-141. 

This  article  shows  how  the  government  could  prevent  unemploy- 
ment in  times  of  depression,  by  carrying  out  certain  projects  of  im- 
portance for  conservation.  The  plan  has  the  indorsement  of  several 
well-informed  public  men. 

Hendrick,  Burton  J.    Fitting  the  Man  to  the  Job.    Harper's 
Magazine,  Vol.  cxxxiv,  No.  799,  Dec.  1916,  pp.  64-70. 

A  popular  statement  of  the  work  being  accomphshed  by  those  firms 
which  have  employment  managers  and  attend  to  the  human  factor  in 
their  establishments. 

HoLLiNGWORTH,  H.  L.     See  Part  I. 

HoxiE,  Robert  Franklin.    Scientific  Management  and  Labor. 
D.  Appleton  and  Co.,  1915. 

The  author  was  special  investigator  of  scientific  management  for  the 
United  States  Commission  on  Industrial  Relations  and  the  book  is 
based  upon  an  investigation  of  the  relations  between  labor  and  scientific 
management.  An  effort  has  been  made  to  discover  and  test  the  claims 
of  the  originators  of  the  scientific  management  movement,  Taylor, 
Emerson,  and  Gantt,  as  well  as  to  set  forth  a  clear,  concise  statement  of 
those  opposed  to  it.  After  arriving  at  a  preliminary  statement  of  the 
claims  of  both  parties,  four  months  were  spent  in  visiting  thirty-five 
shops  where  scientific  management  had  been  installed.  Personal  inter- 
views were  held  with  about  one  hundred  and  fifty  scientific  manage- 
ment leaders,  employers,  factory  managers,  labor  leaders,  and  others 
who  were  intimately  concerned  with  the  issues  involved. 

While  much  of  the  book  deals  with  technical  matters,  it  clears  up 
many  points  that  ought  to  be  understood  by  those  who  deal  in  any 


IN  COMMERCE  AND  INDUSTRY  4 1 

way  with  employment  problems  and  is  so  written  as  to  be  easily  under- 
stood on  most  points  by  the  ordinary  layman.  Professor  Hoxie  brings 
out  clearly  the  apparent  conflict  between  the  forces  making  for  mechan- 
ical efficiency  in  manufacture  and  those  making  for  human  rights.  He 
concludes  that  scientific  management  has  failed  to  provide  automati- 
cally for  human  well-being,  as  some  of  its  advocates  claimed  it  would. 
These  conclusions  are  agreed  to  by  the  two  assistant  investigators,  one 
representing  labor  and  the  other  the  employer.  It  has  been  claimed 
that  the  author  understressed  the  conditions  that  obtain  in  a  small 
group  of  factories  where  scientific  management  has  reached  its  highest 
development  as  regards  the  welfare  of  employees. 

Industrial  Management.  Employment  Manager^s  Department. 
Monthly  articles  on  employment  and  personnel  problems. 
Conducted  by  Meyer  Bloomfield.  Industrial  Management, 
formerly  The  Engineering  Magazine. 

Beginning  with  the  January  191 7  number,  this  magazine,  besides  its 
many  other  features  of  use  in  vocational  guidance,  offers  this  depart- 
ment in  which  employment  managers  and  others  discuss  ways  and 
means  for  improving  conditions  of  work. 

Kelly,    Roy   Willmarth.      Hiring   the    Worker.      Industrial 

Management,    formerly    The    Engineering    Magazine.      A 

series  of  articles  in  the  February,  March,  and  April  numbers, 

1917. 

An  extended  study  of  the  employment  departments  of  thirty-seven 
large  concerns :  How  and  why  separate  employment  departments  were 
established;  a  discussion  of  job  analysis;  methods  of  selecting  em- 
ployees; a  comparison  of  policies  under  old  and  new  types  of  organi- 
zation.   To  appear  in  book  form  later. 

Love  JOY,  Owen  R.  Vocational  Guidance  and  Child  Labor.  U.  S. 
Bureau  of  Education  Bulletin,  1914,  No.  14,  Vocational 
Guidance,  pp.  9-16. 

The  secretary  of  the  Child  Labor  Committee  appeals  to  the  move- 
ment for  vocational  guidance  to  help  stop  child  labor.  Some  excellent 
data  are  given.    A  strong  article. 

Massachusetts  Board  of  Education.     See  Part  I. 

Massachusetts  Committee  on  Unemployment.  Why  Labor 
Exchanges  ?     Bulletin  No.  I,  1915. 

"  A  forecast  of  the  next  steps  beyond  state  free  employment  offices." 
A  convincing  statement  of  the  need. 


42  VOCATIONAL  GUIDANCE 

McCann,  Matthew  R.  The  Fitchhurg  Plan  of  Cooperative  In- 
dustrial Education.     See  Part  II. 

Mitchell,  John.     The  Wage  Earner  and  his  Problems.    P.  S. 

Ridsdale,  Washington,  D.  C,  1913. 

The  labor-union  point  of  view,  well  stated.  The  counselor  must 
know  and  appreciate  the  aims  of  the  unions. 

National  Association  of  Corporation  Schools.  Third  Annual 
Convention.     Papers  and  Reports,  1915. 

Pages  329-478  deal  with  the  report  of  the  committee  on  vocational 
guidance,  and  with  the  discussions  on  that  topic.  Professor  Henry  C. 
Metcalf  was  chairman  of  the  committee,  and  presented  the  report. 
There  is  valuable  material  in  reference  to  guidance  in  industry.  A 
strong  argument  for  versatility  in  the  occupation  is  given.  "  Versatility 
of  employment  is  the  sieve  for  catching  and  testing  varied  abiHties  " 
(P-  32). 

Report  of  the   Committee  on  Vocational  Guidance,  the 

Organic  Development  of  Business,  Fourth  Annual  Conven- 
tion, 1916. 

This  report,  by  Dr.  Metcalf  as  chairman,  Mr.  Albert  C.  Vinal,  and 
Mr.  Charles  R.  Sturdevant,  is  a  description  of  the  kind  of  manage- 
ment which  takes  full  account  of  the  human  factor  in  commerce  and 
industry.  Part  I  deals  with  the  ideals  sought  for  by  the  employee, 
in  order  to  realize  fair  treatment,  cooperation,  self-development,  and 
self-respect.  Part  II  describes  the  necessary  machinery  to  bring 
about  the  organization  of  a  central  employment  and  service  bureau, 
job  analysis,  health  help,  continued  education,  promotions  and  trans- 
fers, rectifying  of  grievances,  and  management  sharing.  The  report 
contains  examples  drawn  from  plans  actually  in  operation.  Part  III 
contains  eleven  articles  and  outlines,  descriptive  of  plans  and  experi- 
ments pertinent  to  the  points  brought  out  in  the  report. 

National  Association  of  Manufacturers.     See  Part  I. 

Nichols,  Ernest  Fox.  Employment  Managers  Solving  a  Busi- 
ness Problem.  The  Nation's  Business,  Vol.  iv,  No.  2,  March 
1916,  pp.  14-15  and  17. 

A  good  summary  of  the  difficulties  in  present  methods,  the  hopeful 
new  attempts  to  develop  better  policies,  and  the  duties  and  opportuni- 
ties of  these  important  officers. 

Odencrantz,  Louise  C.  Placement  Work  for  Women  and  Girls 
in  New  York  City.  Manual  Training  and  Vocational  Educa- 
tion, Vol.  XVII,  No.  3,  Nov.  191 5,  pp.  169-177. 


m  COM]MERCE  AND  INDUSTRY  43 

The  article  reports  on  an  investigation  of  sixty-two  charitable  organi- 
zations doing  placement  work.  It  was  found  that  there  was  almost  an 
entire  lack  of  cooperation  among  these  societies  or  with  other  place- 
ment agencies.  The  methods  in  use  were  wasteful  because  the  women 
who  were  directing  the  service  frequently  spent  a  day  or  more  looking 
for  a  position  for  a  single  apphcant.  There  was  no  adequate  basis  for 
judging  the  fitness  of  the  appHcants  and  rarely  any  thorough  investiga- 
tion of  the  situations  in  which  they  were  placed.  Since  the  study  was 
conducted  wholly  through  a  questionnaire,  it  lacks  the  supplementary 
information  that  might  have  been  gained  through  personal  interviews. 
It  is  nevertheless  a  valuable  study  of  the  faulty  placement  work  which 
can  be  found  in  nearly  every  city. 

Redfield,  Wm.  C.    The  New  Industrial  Day.    The  Century  Co., 

1913- 

As  his  central  topic,  Mr.  Redfield  takes  the  proposition  that  the 
employees  of  any  factory  are  worthy  of  more  consideration  on  the  part 
of  every  one  concerned  than  the  material  product.  He  believes  that  in 
the  last  analysis  whatever  makes  for  the  health,  happiness,  and  pros- 
perity of  the  majority  of  a  firm's  employees  results  in  economic  gain  to 
the  firm  itself. 

Under  the  heading  "  Wealth  and  Waste"  he  reviews  a  few  of  the 
ways  in  which  America  has  lavishly  expended  her  rich  natural  endow- 
ments. Tremendous  losses  have  been  sustained  through  the  destruc- 
tion of  our  forests,  the  wasteful  use  of  our  mineral  wealth;  our  annual 
fire  losses,  and  the  wanton  slaughter  of  animal  and  bird  life.  Of  more 
far-reaching  consequence  than  any  of  these  is  the  sacrifice  of  human  life 
in  the  struggle  for  wealth  and  commercial  supremacy.  "  The  way  to 
crime  and  chaos  lies  plainly  in  the  exploitation  of  our  men  and  our 
women  as  though  they  were  coal  or  oil." 

In  the  face  of  unparalleled  industrial  development,  many  of  our 
industries  are  still  in  "  The  Days  of  the  Rule  of  Thumb."  The  type  of 
superintendent  is  all  too  common  who  boasts  of  never  having  taken  a 
vacation,  who  forges  ahead  by  sheer  drive  and  hustle,  who  wins  con- 
tinued profits  for  his  firm,  not  by  scientific  management, but  at  the  cost 
of  "  fearful  waste  of  energy,  of  human  strength  and  thought,  and  even 
of  life,  and  also  of  time  and  of  material  and  of  attention  given  to  rela- 
tively trivial  things  while  more  serious  matters  pass  unnoticed." 

A  large  section  of  the  book  is  devoted  to  a  general  consideration  of 
production  costs.  Factory  costs  are  grouped  as:  (i)  The  cost  of  labor, 
(2)  The  cost  of  material,  (3)  Burden  (overhead)  cost,  (4)  Selling  cost. 

From  the  premise  that  "  the  important  factor  in  labor  cost  is  not  the 
rate  of  wage,  but  the  rate  of  output",  the  author  argues  that  cheaper 
foreign  labor  usually  means  higher  cost  of  production  rather  than 
lower.  He  claims  that  with  proper  attention  to  other  details,  "  a  high 
wage  rate  means  inevitably  a  low  labor  cost  per  unit  of  product  and  the 
minimum  of  labor  cost." 


44  VOCATIONAL  GUIDANCE 

Too  many  plants  have  paused  "  Half-Way  on  the  Industrial  Road  " 
and  are  satisfied  with  well  arranged  buildings  equipped  with  modern 
machinery  and  having  facihties  for  rapid,  high  pressure  working.  For 
such  factories,  full  realization  of  the  new  "  Rise  in  Human  Values  "  will 
mean  changing  the  emphasis  from  materials  and  machinery  to  men  and 
methods  of  deahng  with  human  factors. 

"  The  Scientific  Spirit  in  Management  "  does  not  allow  its  inquiry 
to  cease  with  an  examination  of  unit  costs,  of  rate  of  production, 
of  machinery  and  materials,  of  profit  and  loss.  It  searches  like- 
wise for  social  gains,  for  mental,  physical,  and  moral  betterment  of 
employees. 

In  spite  of  a  marked  tendency  to  give  support  to  certain  moot  politi- 
cal tenets.  The  New  Industrial  Day  ought  not  to  be  overlooked  as  a 
source  of  valuable  arguments  for  a  better  selection  of  employees,  for 
more  careful  instruction  in  the  tasks,  for  a  closer  personal  touch  be- 
tween the  management  of  great  factories  and  the  working  force. 

Schneider,  Herman.    Education  for  Industrial  Workers.    School 

Efficiency  Series.     World  Book  Co.,  1915. 

This  is  "  a  constructive  study  apphed  to  New  York  City",  but  lays 
down  principles  which  apply  to  all  American  schools.  Particularly 
interesting  are  his  classification  of  work  as  "  energizing  "  and  "  ener- 
vating", his  knowledge  of  psychological  conditions  of  labor  (pp.  14-15), 
his  description  of  a  factory  town  (pp.  lo-ii),  his  understanding  of 
methods  of  instituting  cooperative  work,  and,  on  almost  every  page, 
his  appreciation  of  the  social  questions  involved  in  conditions  of 
labor, 

Effect  of  Noise,  Fatigue,   and  Environment  on  Worker. 

Bloomfield's  Readings,  pp.  379-385. 

Some  of  the  material  here  is  similar  to  that  on  pages  6-1 5  of  Educa- 
tion for  Industrial  Workers.  Illustrations  in  the  use  of  the  scale  for  the 
different  kinds  of  work  are  given,  together  with  some  other  material. 


-  Selecting  Men  for  Jobs.    The  Engineering  Magazine,  Vol. 

LI,  No.  3.     June  191 6,  pp.  420-431. 

Dean  Schneider  discusses  sanely  and  effectively  the  inadequacy  for 
purposes  of  vocational  guidance  of  the  theory  of  boy  epochs,  reliance 
on  physical  characteristics  and  psychological  tests.  He  argues  for 
trying  men  on  the  actual  job,  as  can  be  done  in  the  cooperative  plan. 
In  the  latter  part  of  the  paper.  Dean  Schneider  quotes  from  his  article 
criticised  below,  arguing  for  the  theory  of  types  of  mind. 

-  Selecting  Young  Men  for  Particular  Jobs.  American 
Machinist,  April  10,  1913.  Also  in  Bloomfield's  Readings, 
pp.  368-378. 


IN  com:\ierce  and  industry  45 

An  attractively  written  article  about  types  of  men  for  types  of  work. 
Dean  Schneider  bases  his  conclusions  on  seven  years'  experience  with 
the  cooperative  work  at  the  University  of  Cincinnati  and  on  the  results 
of  the  observations  of  about  five  hundred  students,  who  were  serving 
on  part-time  in  manufacture,  construction,  and  transportation.  He 
attempts  a  classification  of  marked  characteristics  which  furnish  a 
rational  basis  for  the  broad  selection  of  young  men  for  particular  jobs. 
The  writer's  own  criticisms  (partly  suggested)  on  his  system  appear  to 
be  adequate: 

1.  The  list  will  not  apply  to  younger  people  since  many  of  them  do 
not  appear  before  sixteen  to  eighteen  years  of  age. 

2.  These  characteristics  will  have  different  meanings  in  different 
vocations  and  must  be  interpreted  in  terms  of  the  vocation  to  which 
they  are  appUed. 

3.  These  characteristics  are  not  psychologically  basic,  but  are  com- 
posed of  simpler  elements,  thus  admitting  the  possibility  of  a  man's 
being  "  settled  "  in  some  respects  and  "  roving  "  in  others. 

If  life  were  simpler,  and  if  vocational  guidance  were  easy,  the  types 
suggested  might  be  vaHd,  but  life  is  complex,  and  human  quahties  are 
not  to  be  pigeonholed  in  this  fashion. 

Scott,   Walter   Dill.      The  Scientific  Selection   of  Salesmen. 

Advertising  and  Selling  Magazine,  Vol.  xxv,  Nos.  5,  6,  and 

7,  Oct.  Nov.  and  Dec.  1915. 

"  A  series  of  tests  made  by  corporations  representing  the  most  im- 
portant development  in  sales  management  in  the  past  dozen  years." 
The  tests  are  of  many  kinds,  and  are  based  on  mental  cleverness,  the 
theory  being,  no  doubt,  that  there  is  a  high  positive  correlation  be- 
tween cleverness  and  ability  as  salesman.  The  tests  themselves  were 
tested  by  examining  expert  salesmen. 

Taylor,   Frederick   Winslow.     The  Principles  of  Scientific 

Management.     Harper  and  Brothers,  191 1. 

Explains  the  well-known  Taylor  system  of  management,  together 
with  a  history  of  its  development. 

The  Principles  of  Scientific  Management.    American  Maga- 
zine, May  191 1,  pp.  570-581. 

A  brief  and  somewhat  popular  account  of  Mr.  Taylor's  methods.  An 
excellent  article  for  the  non-technical  student. 

Thompson,  Clarence  B.    (Ed.)    Scientific  Management.    Har- 
vard University  Press.     19 14. 

A  book  for  the  student  of  shop  management,  written  by  many  expe- 
rienced operators.    The  view-point  of  labor  is  not  included. 


46  VOCATIONAL  GUIDANCE 

Thompson,  Clarence  B.  Relation  of  Scientific  Management  to 
Labor.     Quarterly  Journal  of  Economics,  Vol.  xxx,  Feb. 

1916,  pp.  311-351- 

An  explanation  and.  defence  of  the  Taylor  System  as  it  touches  wages 
and  labor  organizations.  The  attitude  of  certain  labor  leaders  is  criti- 
cised, though  it  is  admitted  that  "  positive  management  "  has  "  the 
necessity  of  retaining  the  good-will  of  the  employees." 

ToLMAN,  William  H.  Social  Engineering.  New  York:  McGraw 
Publishing  Co.,  1909. 

An  exhaustive  account  of  the  various  efforts  to  improve  social  condi- 
tions among  employees.  A  very  valuable  book  for  all  workers.  Treats 
of  efficiency  in  promotion,  safety,  hygiene,  education,  recreation,  and 
other  topics  of  vital  interest  to  employees. 

Valentine,  Robert  G.  The  Progressive  Relation  between  Effi- 
ciency and  Consent.  Society  to  Promote  the  Science  of  Man- 
agement, Bulletin,  Vol.  i.  No.  6,  Nov.  191 5,  pp.  26-30. 

A  plea  for  scientific  management  to  go  back  to  the  pure  Taylor  policy 
of  relating  its  methods  to  the  wishes  of  the  workers.  A  forceful  state- 
ment, to  managers  and  manufacturers,  of  the  social  and  political 
implications  of  scientific  management. 

This  author  was  associated  with  Hoxie  in  his  work,  and  is  author  of 
"  Industrial  Problems  ",  Chapter  X,  in  Philip  Davis's  Field  of  Social 
Service. 

Warren,  B.  S.  and  Sydenstricker,  Edgar.    Health  Insurance: 

Its  Relation  to  the  Public  Health.     Public  Health  Bulletin, 

No.  76,  March  1916,  U.  S.  Treasury  Department. 

A  strong  indictment  of  economic  and  industrial  conditions  that 
foster  sickness  and  disease.  The  argument  for  the  abolition  of  poverty 
is  stronger  than  that  for  health  insurance. 

Wells,  Ralph  G.    See  American  Academy.    Personnel,  etc. 

Mr.  Wells  has  an  article  on  the  Work  Program  outlined  by  the 
Boston  Employment  Managers'  Association. 

WiLLiTS,  Joseph  H.    The  Labor  Turnover  and  the  Humanizing  of 

Industry.   American  Academy  of  Political  and  Social  Science, 

Annals,  Sept.  1915,  Publication  No.  929. 

A  good  statement  of  the  aims  and  methods  of  the  employment- 
manager  movement. 

The  Unemployed  in  Philadelphia.    Department  of  Public 

Works,   Philadelphia,  191 5.     Also  in   Supplement   to   the 


IN  COMMERCE  AND  INDUSTRY  47 

Annals,  Steadying  Employment,  May,  1916;   see  American 
Academy. 

A  scientific  study  of  the  fluctuation  of  employment  in  some  of  the 
city's  leading  industries,  the  effects  of  unemployment  on  the  city  and 
the  individual,  and  the  possible  remedies.  A  public  employment 
bureau  is  suggested.  Pages  86-88  discuss  the  present  abuses  in  hiring 
men.  The  book  contains  diagrams  and  tables.  It  lacks  a  good  table 
of  contents. 

This  report  reprints  "  The  Functionalized  Employment  Depart- 
ment "  by  Ernest  M.  Hopkins,  a  scholarly  article  on  the  work  of  the 
employment  manager  (pp.  162-168). 

Wood,  Arthur  Evans.     A  Study  of  the  Unemployed.     Reed 

College  Record,  No.  18,  Dec.  1914- 

This  report  is  based  on  an  intensive  study  of  about  five  hundred  un- 
employed men  in  Portland,  Oregon.  It  is  found  that  conditions  in 
industry  make  unemployment  inevitable,  and  that  on  the  whole  it 
cannot  be  said  that  a  man's  unemployment  is  his  own  fault.  Detailed 
facts  and  figures  are  given. 

World's  Work  Magazine.     Corporation  Schools.     The  World's 
Work,  Vol.  XXXI,  No.  4,  Feb.  1916,  pp.  417-420. 

A  brief,  attractive  statement  of  the  methods  used  by  some  of  the  big 
corporations  to  teach  their  men.  See  Am.  Assn.  of  Corporation  Schools, 
above. 


PART  IV 

INFORMATION  CONCERNING  OCCUPATIONS 

Allen,  Frederick  J.    Business  Employments.    Ginn  and  Com- 
pany, 1916. 

Three  industries  were  selected  as  types  in  order  to  discuss  the  general 
problems  of  organization  and  the  duties  and  responsibilities  of  different 
positions.  Any  one  who  studies  the  relationships  of  the  several  depart- 
ments of  the  shoe  industry,  the  department  store,  and  the  bank  should 
have  a  very  fair  acquaintance  with  business  methods  and  the  nature  of 
various  commercial  vocations. 

This  book  should  prove  of  great  assistance  to  vocational  counselors, 
to  young  people  already  in  industry  who  desire  to  advance,  and  to  older 
and  more  mature  students  of  business  methods.  Of  course  it  is  a  valu- 
able reference  book  for  all  teachers  of  vocationalized  subjects.  It  gives 
a  clear  idea  of  the  underlying  principles  of  organization  and  the  nature 
of  the  work  in  each  department.  The  openings  for  young  people,  the 
training  required  for  each  position,  and  the  usual  routes  of  promotion 
are  well  described.  ' 

Mr.  Allen's  thoroughgoing  methods  and  painstaking  care  as  an  in- 
vestigator establish  the  subject-matter  of  his  books  on  a  plane  above 
criticism.  Diagrams,  statistics,  lists  of  books  and  trade  journals,  and  a 
good  index  make  the  book  convenient  for  use. 

The  Law  as  a  Vocation.    The  Vocation  Bureau  of  Boston, 

1913- 

This  book  is  a  model  of  scientific  investigation  and  judicious  exposi- 
tion. Libraries  are  full  of  books  on  occupations  by  "experts",  "suc- 
cessful men  ",  and  other  exploiters  of  popular  interests.  All  of  Mr. 
Allen's  books,  on  the  contrary,  are  based  on  information  secured  from 
sources  of  the  highest  authority,  and  this  information  is  compared  and 
checked  in  every  practicable  manner.  Cooperation  with  best-informed 
people  is  secured  through  the  wide  connections  and  national  reputation 
of  The  Vocation  Bureau.  The  manuscript  for  the  present  volume,  as 
in  the  case  of  all  others,  was  submitted  to  many  authorities  for  criti- 
cism. Further,  instead  of  being  written  to  attract  and  arouse  enthusi- 
asm, it  presents  facts,  and  aims  to  dissuade  the  unfit,  as  well  as  to 
help  the  fit. 

The  Shoe  Industry.    The  Vocation  Bureau  of  Boston,  1916. 

This  book  has  been  described  by  those  who  are  competent  to  judge 

as  the  best  popular  treatise  on  any  modern  industry  which  has  yet  been 

48 


INFORMATION  CONCERNING  OCCUPATIONS  49 

written.  Mr.  Allen  has  succeeded  admirably  in  expressing  in  simple 
terms  and  readily  comprehended  language  the  complex  and  highly 
technical  parts  of  his  subject. 

The  introduction  contains  an  interesting  historical  sketch  of  shoes 
and  shoemakers,  closing  with  a  brief  description  of  the  growth  of  the 
factory  system  and  its  present  magnitude.  On  the  basis  of  a  long  and 
carefuUy  conducted  investigation,  in  the  course  of  which  several  days 
were  often  spent  in  becoming  familiar  with  the  operation  of  a  single 
machine  or  the  methods  of  one  worker,  Mr.  Allen  gives  a  complete 
account  of  modern  factory  methods  and  processes.  A  few  well  chosen 
diagrams  and  photographs  illustrate  some  of  the  more  complicated 
machinery  and  more  elaborate  processes.  The  chapter  on  employment 
conditions  treats  of  such  subjects  as  promotion,  schools  and  courses 
for  shoemaking,  the  monotonous  character  of  machine  processes,  and 
social  service  in  the  shoe  factory. 

The  book  has  already  been  adopted  by  several  firms  as  a  text  for 
their  apprentice  schools.  Its  worth  to  the  teacher  or  social  worker  in 
a  community  engaged  in  shoe  manufacture  who  wishes  to  become 
famiKar  with  industrial  problems  can  scarcely  be  overstated,  and  it 
describes  conditions  tjq^ical  of  all  industries. 

Advertising  as  a  Vocation.    The  Vocation  Bureau,  Boston. 

(In  press.) 

A  comprehensive  study  of  the  opportunities  offered  in  the  various 
kinds  of  advertising  work,  and  the  requirements  for  success. 

Apprenticeship  and  Skilled  Employment  Association.     Trades 

for  London  Boys,  and  How  to  Enter  Them.      Longmans, 

Green  and  Co.,  1908. 

A  good  sample  of  the  excellent  booklets  on  occupations  issued  in 
England  and  Scotland. 

AvES,  Ernest.     Juvenile  Employment  in  the  Building  Trades. 

Reprinted  in  Bloomfield,  Readings  in  Vocational  Guidance, 

pp.  602-646. 

An  excellent  investigation  of  conditions  in  London,  with  the  results 
effectively  and  attractively  presented. 

Ayres,  Leonard  P.  Constant  and  Variable  Occupations  and  their 
Bearing  on  Problems  of  Vocational  Education.  The  Division 
of  Education  of  the  Russell  Sage  Foundation,  No.  E136, 
1914.     Also  in  Bloomfield's  Readings,  pp.  141-149. 

A  study  to  determine  the  most  common  occupations  for  men  and  for 
women,  in  cities. 


50  INFORMATION 

Ayres,  Leonard  P.  Some  Conditions  Afecting  Problems  of 
Vocational  Education  in  Seventy-eight  American  School  Sys- 
tems, Bulletin  No.  E135  of  Russell  Sage  Foundation,  1914. 
Also  in  Bloomfield's  Readings,  pp.  150-171. 

A  statistical  study  of  the  occupations  of  the  fathers  of  thirteen-year 
old  boys,  showing  how  families  move  about,  the  kinds  of  work  per- 
formed, and  the  kind  of  education  the  boys  need. 

Barnes,  Charles  B.     The  Longshoremen.    New  York:  Survey 

Associates,  Inc.  1915. 

In  contrast  to  the  opinion  ordinarily  held  of  longshoremen  as  a  low 
type  of  unskilled  labor,  the  author  stresses  the  difl&culties  and  dangers 
of  their  occupation  and  shows  that  it  demands  experience,  intelligence, 
and  good  judgment.  Wages  are  very  low  if  annual  earnings  are  con- 
sidered (usually  $520  to  $624),  methods  of  hiring  are  lax,  employment 
is  irregular,  and  the  unions  have  accomplished  very  little  to  better  con- 
ditions. The  book  is  a  good  summary  of  the  conditions  of  employment 
and  of  the  problems  confronting  the  labor  organizations  of  the  trade. 
The  author  apparently  hopes  to  create  pubUc  sentiment  in  favor  of 
legislation  intended  to  bring  about  much  needed  reforms. 

Boston  Finance  Commission.  Report  of  a  Study  of  Certain  Fea- 
tures of  the  Public  School  System  of  Boston,  Mass.  City  of 
Boston  Printing  Department,  1916. 

Pages  72-122  are  concerned  with  prevocational  and  vocational  edu- 
cation in  Boston,  122-125  with  a  report  on  the  work  of  the  Department 
of  Vocational  Guidance,  and  126-143  with  a  study  of  occupational 
needs  in  Boston,  as  compared  with  the  work  of  the  school  in  preparing 
to  meet  these  needs. 

Breckinridge,  Sophonisba  P.  and  Abbott,  Edith.  The  School 
and  the  Working  Child.  Report  to  Woman's  Club,  Associa- 
tion of  Collegiate  Alumnae  and  Woman's  City  Club,  of 
Chicago,  1 913.    Also  in  Bloomfield's  Readings,  pp.  485-503. 

A  plea,  based  on  the  welfare  of  the  individual  and  the  needs  of 
industry  and  commerce,  for  keeping  children  in  school  at  least  till  the 
sixteenth  year.    A  very  helpful  investigation. 

Bureau  of  the  Census.    Index  to  Occupations,  191 5. 

This  volume  is  important  in  that  it  shows  the  range  of  occupations, 
and  occupations  within  other  occupations,  together  with  their  classifi- 
cations according  to  the  census. 


CONCERNING  OCCUPATIONS  5 1 

Bureau  of  the  Census.  Statistical  Atlas  of  the  United  States. 
Department  of  Commerce. 

Pages  50-53  give  a  summary  of  the  main  facts  about  occupations  in 
the  various  states,  and  Plates  227-236  give  important  information 
in  graphic  form.  The  volume  also  contains  tables  and  summaries  on 
population,  immigration,  iUiteracy,  home  and  farm  ownership,  agri- 
culture, manufactures,  mines,  etc. 

Bureau  of  Labor  Statistics.  Vocational  Education  Survey  of 
Richmond,  Va.  Bulletin  Whole  No.  162,  Misc.  Series  No.  7, 
1916. 

Contains  valuable  statistics,  analyses  of  occupations,  recommenda- 
tions for  schools,  and  comments  on  industrial  conditions.  The  director 
of  the  survey  was  Dr.  Leonard  P.  Ayres.  The  report  has  an  excel- 
lent index. 

Vocational  Education  Survey  of  Minneapolis.    Bulletin  No. 

190,  Vocational  Education  Series  No.  i,  1916. 

This  is  a  reprint  of  the  Minneapolis  Survey;  see  National  Society 
for  the  Promotion  of  Industrial  Education. 

Dressmaking   as   a    Trade  for   Women   in   Massachusetts. 

Women  in  Industry  Series,  No.  9.    Whole  No.  193.    191 6. 

This  is  a  sample  of  the  excellent  work  being  done  by  this  bureau  in 
the  field  of  vocational  enhghtenment.  The  counselor  should  study  the 
pubhcations  of  the  bureau. 

Cleveland  Educational  Survey.  Nine  volumes  on  vocational 
education.  The  Survey  Committee  of  the  Cleveland  Foun- 
dation, or  Division  of  Education,  Russell  Sage  Foundation, 
1916. 

The  following  volumes  relate  to  vocational  education,  and  thus 
indirectly,  to  vocational  guidance: 

Bryner,  Edna.  Dressmaking  and  Millinery. 

The  Garment  Trades. 
Fleming,  Ralph  D.    Railroad  and  Street  Transportation. 
Lutz,  R.  R.  The  Metal  Trades. 

Wage  Earning  and  Education. 
O'Leary,  Iris  P.  Drparlmrnt  Store  Occupations. 
Shaw,  Frank  P.         The  Building  Trades. 

The  Printing  Trades. 
Stevens,  Bertha.        Boys  and  Girls  in  Commercial  Work. 


52  INFORMATION 

These  volumes  ought  to  be  in  the  hands  of  every  teacher  and  voca- 
tional counselor.  They  are  attractively  written,  and  are  aimed  to 
present  accurate  information,  but  in  simple  enough  form  to  be  useful  to 
parents  and  pupils  as  well  as  to  teachers  and  vocational  investigators. . 
Each  book  describes  the  operations  involved  in  the  several  processes  of 
the  trade,  the  conditions  of  employment,  sources  from  which  workers 
are  drawn,  the  educational  requirements  for  success,  the  opportunities 
for  advancement,  etc.  In  many  cases  the  statements  are  sufl&ciently 
general  to  be  helpfully  applied  to  any  city.  Recommendations  are 
made  for  such  changes  in  the  local  educational  program  as  are  necessi- 
tated by  conditions  in  the  occupation  considered.  The  book  on  Wage 
Earning  and  Education  aims  to  summarize  the  conclusions  of  the 
others.     Indices  would  have  made  the  books  more  usable. 

Collet,  Miss.  Two  reports  on  juvenile  labor  in  London,  — 
women's  ready-made  clothing,  and  bookbinding  and  sta- 
tionery trades,  1911  and  191 2.  See  Bloomlield's  Readings, 
pp.  647-665  and  666-678.  Samples  of  the  excellent  investi- 
gations carried  on  in  England. 

Commission  on  Industrial  Relations,  U.  S.    Final  Report,  1915. 

Contains  the  report  of  Basil  M.  Manly,  the  Director  of  Research  and 
Investigations,  and  the  reports  and  statements  of  the  various  commis- 
sioners. There  is  much  difference  of  opinion.  The  volume  is  full  of 
material  about  which  the  counselor  should  be  informed:  Incomes, 
wealth,  land  question,  immigrant  labor,  labor  organizations,  adminis- 
tration of  justice,  proposed  legislation,  vocational  education. 

Davis,  Anne  S.     Occupations  and  Industries  open  to  Children 

between  14  and  16  Years  of  Age.    Pamphlet  published  by  the 

Board  of  Education,  Chicago,  1914.     Also  in  Bloomlield's 

Readings,  pp.  542-556. 

A  clear  statement,  for  parents  and  teachers,  and  for  pupils  as  well,  of 
the  characteristics  of  each  of  several  kinds  of  work.  The  disadvan- 
tages of  beginning  work  unprepared  are  shown. 

Davis,  Philip  and  Woods,  Robert  A.  Boy  Life  and  Labor  in 
America,  Houghton  Mififlin  Company.    (In  preparation.) 

This  is  to  be  a  companion  volume  to  Woods  and  Kennedy's  Young 
Working  Girls,  and  will  cast  new  light  on  the  problem  of  vocational 
guidance. 

Dodge,  Harriet  Hazen.  Survey  of  Occupations  open  to  the  Girl  of 
Fourteen  to  Sixteen  Years.  Girls'  Trade  Education  League, 
Boston,  191 2.    Also  in  Bloomlield's  Readings,  pp.  571-601. 


CONCERNING  OCCUPATIONS  53 

An  excellent  general  statement,  followed  by  a  study  of  twelve  occu- 
pations, presented  in  outline  form. 

Eaton,   Jeannette    and    Stevens,   Bertha  M.     Commercial 
Work  and  Training  for  Girls.     The  Macmillan  Company, 

1915- 

A  very  important  and  helpful  book.  Especially  strong  in  describing 
the  abuses  of  the  private  commercial  schools,  the  fate  of  children  who 
enter  business  estabhshments  with  no  training,  and  the  use  of  machines 
in  office  work.  The  study  was  made  in  Cleveland.  There  is  appended 
a  bibliography  on  office  work  and  training  for  girls.  The  lack  of  an 
index  interferes  with  the  use  of  the  book. 

Engineering  Record.     Three  articles  on  the  requirements  for 
success  in  engineering: 

Vol.  Lxxm,  No.  4,  Jan.  22,  1916,  pp.  125-126.  Under  title,  "  Un- 
usually Spirited  Discussion  Characterizes  Annual  Meeting  of  American 
Society,"  the  report  of  C.  R.  Mann  of  the  Carnegie  Foundation  is  out- 
lined. This  report  is  based  on  the  returns  from  a  prehminary  investiga- 
tion, in  which  it  seems  that  successful  engineers  regard  general  traits  of 
character  as  more  important  than  technical  knowledge  and  experience. 
The  following  division  of  100  points  was  made:  Character  41,  Judg- 
ment 17.5,  Efl&ciency  14.5,  Understanding  of  men  14,  total  87.  Knowl- 
edge of  fundamentals  of  engineering  7,  Technique  of  practice  and 
business  6,  total  13. 

No.  5,  Jan.  29,  1916,  pp.  134-135,  contains  an  editorial,  "What 
should  be  the  Education  of  the  Engineer",  in  which  the  suggestion  is 
made  that  the  qualities  having  87  per  cent  of  the  value  should  receive 
more  attention  in  the  engineering  schools. 

No.  10,  March  4,  1916,  p.  329,  continues  the  discussion  under  the 
title,  "  What  is  an  Engineer  ?  " 

Girls'  Trade  Education  League,  of  Boston.     Several  bulletins, 
"Vocations  for  Boston  Girls",  1913. 

GowiN,  Enoch  B.  and  Wheatley,  William  A.    Occupations. 
Ginn  and  Company,  1916.     See  Part  I. 

Gowin,  E.  B.     The  Executive  and  His  Control  of  Men.    See  Part 

III. 
Gruenberg,  Benjamin  C.    What's  In  a  Job  ?    The  Scientific 

Monthly,  Vol.  iii.  No.  3,  Sept.  1916,  pp.  263-276. 

This  is  an  excellent  discussion  of  the  characteristics,  advantages, 
difficulties,  and  dangers  of  occupations.  It  aims  to  stimulate  the 
teacher  to  be  alert  in  such  matters  when  ofTering  guidance,  and  to 


54  INFORMATION 

suggest  to  the  worker  that  he  protect  himself  from  stupid,  dangerous, 
vanishing,  or  unsocial  occupations.  The  point  is  made  that  the  school 
and  the  state  cannot  afiford  to  omit  guidance  and  training  for  high- 
grade,  efficient,  and  happy  Uves.  A  hopeful  view-point  for  future  prog- 
ress is  expressed. 

Hill,  David  Spence.     Survey  of  the  Industries  of  Mechanical 

Operations  in  New  Orleans,  by  the  Division  of  Research, 

School  and  Society,  Vol.  ii,  Nos.  38  and  39,  pp.  421-427 

and  461-466. 

A  survey  by  local  agents.  The  plans  outhned  will  be  helpful  to  other 
cities:  organization,  scope,  method,  and  results  of  the  survey. 

HoBSON,  J.  A.     Work  and  Wealth.    The  Macmillan  Company, 
1914. 
A  splendid  study  of  the  economics  and  sociology  of  industry. 

Intercollegiate  Bureau  of  Occupations.    Opportunities  in  Occupa- 
tions other  than  Teaching.    Published  by  the  Bureau,  1915. 

Excellent  brief  statements  on  the  many  lines  of  work  in  which  intelli- 
gent women  are  succeeding. 

King,  Willford  I.    Wealth  and  Income  of  the  People  of  the  United 

States.    The  Macmillan  Company,  1915. 

This  book  gives  the  facts  in  regard  to  the  holdings  and  income  of 
workers  and  others  in  the  various  levels  of  society. 

KoBER,  George  M.  and  Hanson,  William  C.     Diseases  oj 

Occupation,  and  Vocational  Hygiene.     P.   Blakiston's   Son 

and  Co.,  1916. 

This  large  volume  was  prepared  in  collaboration  with  thirty-one 
speciahsts.  It  deals  with  the  modern  methods  of  investigation,  cor- 
rection, and  prevention,  and  is  an  encyclopedia  of  information  in  the 
whole  field  of  occupational  hygiene  and  sanitation.  It  contains  refer- 
ences to  other  studies  in  the  field. 

Laselle,  Mary  A.  and  Wiley,  Kathertne  E.     Vocations  for 
Girls.     Houghton  Mifiiin  Company,  1913. 

The  introduction  is  by  Mr.  Bloomfield.  The  book  is  intended  to  sur- 
vey the  field,  preliminary  to  a  choice,  for  junior  high  or  high  school  girls. 
It  contains  condensed  information  on  thirteen  diiTerent  vocations  com- 
piled by  two  teachers  of  the  Technical  High  School  of  Newton,  Mass. 

The  book  should  be  especially  helpful  to  pupils  of  elementary  schools 
or  first  year  pupils  in  high  school  for  whom  it  provides  reliable  and  at 


CONCERNING  OCCUPATIONS  55 

the  same  time  interesting  material  for  study  and  class  room  discussion. 
A  number  of  practical  questions  on  each  chapter  are  given  which  should 
prove  of  assistance  in  stimulating  students  to  make  local  investigations. 
An  appendix  entitled  "  What  Great  Authors  Have  Said  About  Work  " 
contains  a  few  short  selections  which  may  be  used  as  the  basis  for  dis- 
cussion or  for  memorizing. 

For  advanced  high  school  students  the  book  is  too  limited  in  its 
scope  and  in  many  cases  fails  to  give  the  essential  view-point  of  the 
worker. 

League  for  Business  Opportunities  for  Women,  New  York  City. 

This  league  issues  a  bulletin  and  other  printed  matter.  It  is  engaged 
in  opening  the  avenues  leading  to  higher  positions  in  business. 

Lippincott's  Trauiing  Series.    1916-1917. 

The  books  in  this  series  aim  to  give  the  specifications  for  several 
different  businesses  and  professions.  While  books  by  "  experts  "  are 
not  always  free  from  bias,  care  seems  to  have  been  taken  to  make  the 
information  in  this  series  dependable.  The  following  have  appeared  or 
are  soon  to  be  issued : 

Training  for  the  Newspaper  Trade,  Don  C.  Seitz. 

Training  for  the  Stage,  Arthur  Hornblow. 

Training  of  a  Forester,  Gifford  Pinchot. 

Training  for  the  Street  Railway  Business,  C.  B.  Fairchild. 

Training  and  Rewards  of  a  Doctor,  Dr.  R.  C.  Cabot. 

Training  and  Rewards  of  a  Lawyer,  Dean  Harlan  Stone. 

Minneapolis  Survey.    See  National  Society  for  the  Promotion  of 
Industrial  Education,  below. 

Mote,   Carl  H.     Industrial  Arbitration.     Bobbs-Merrill  Co., 

1916. 

This  study  is  based  upon  an  investigation  of  attempts  to  settle 
industrial  disputes  in  America,  Europe,  and  Australia.  The  writer 
holds  that  arbitration  cannot  be  an  effective  method  of  settlement  until 
the  workers  obtain  greater  economic  freedom.  The  systems  of  conciha- 
tion  and  arbitration  in  Massachusetts,  New  York,  and  Wisconsin  are 
commended  as  the  best  this  country  has  yet  produced. 

National  Civic  Federation.    Profit  Sharing  by  American  Employ- 
ers.    Welfare  Department  of  the  Federation,  1916. 

An  extensive  and  critical  investigation  of  the  many  forms  of  profit 
sharing,  with  proposals  for  the  fairest  methods.  A  pamphlet  on  this 
subject  by  the  Bureau  of  Labor  Statistics  is  in  press. 

National   Society  for  the  Promotion  of  Industrial  Education. 
Report  of  the  Minneapolis  Survey  for  Vocational  Education. 


56  INFORMATION 

Published  by  the  society,  Bulletin  No.  21,  1916.    Reprinted 
by  U.  S.  Bureau  of  Labor  Statistics. 

This  report  is  a  mine  of  interesting  information  for  the  student  of 
vocational  guidance.  Nearly  a  score  of  large  industries  were  surveyed, 
including  some  for  women.  Trade  agreements  were  worked  out,  voca- 
tional guidance  planned,  and  prevocational  studies  suggested.  The 
size  and  character  of  the  book  make  it  unlikely  that  it  will  be  widely 
read:  Booklets  based  upon  its  findings  are  being  prepared  for  the  use 
of  parents  and  pupils  by  the  Minneapohs  Board  of  Education.  A  re- 
print of  this  report  is  shortly  to  be  issued  by  the  Bureau  of  Labor 
Statistics. 

This  society  publishes  annual  reports,  bulletins  and  other  documents 
valuable  to  vocational  guidance. 

Monthly  Newsletter. 

A  review  of  progress  in  vocational  education  and  related  subjects. 

Rand  School  for  Social  Service.  American  Labor  Yearbook. 
Department  of  Labor  Research,  Rand  School  of  Social 
Service,  New  York  City,  1916. 

A  collection  of  papers  on  the  various  aspects  of  the  labor  problem: 
wages,  strikes,  minimum  wage,  workingmen's  compensation,  labor  of 
women  and  children,  insurance,  scientific  management,  education. 
These  are  treated  from  the  labor  view-point. 

Reed,  Anna  Y.  Seattle  Children  in  School  and  in  Industry. 
Board  of  School  Directors,  Seattle,  Washington,  191 5. 

This  study  combines  personal  with  statistical  data,  and  is  packed 
with  important  material.  It  contains  "  recommendations  for  increas- 
ing the  efficiency  of  the  school  system  and  for  decreasing  the  social  and 
economic  waste  incident  to  the  employment  of  children  fourteen  to 
eighteen  years  of  age." 

Rochester  Bulletins.  Pamphlets  issued  by  the  Department  of 
Pubhc  Instruction,  Rochester,  N.  Y.,  1915. 

These  are  based  on  a  survey  made  by  the  Chamber  of  Commerce, 
and  compiled  by  Raymond  C.  Keople  of  the  Department  of  Vocational 
Education.  They  include  Machine  Industry;  Woodworking  Industry; 
Clothing  Industry;  Collar  Factories;  and  Apprenticeship  Plan.  They 
are  models  for  brief,  pertinent  information. 

Roman,  Frederick  W.  Vocational  Education  —  Its  Dependence 
upon  Elementary  Cultural  Training.  N.  E.  A.  Addresses 
and  Proc.  1915,  pp.  1173-1177. 


CONCERNING  OCCUPATIONS  57 

A  strong  plea  for  democracy  in  vocational  education,  and  for  better 
attention  to  obvious  economic  facts  bearing  on  production,  distribu- 
tion, and  mechanical  efficiency. 

Smith,  J.  Russell.    Commerce  and  Industry.    Henry  Holt  and 

Company,  1916. 

This  is  a  sample  of  the  commercial  and  industrial  geography  which 
might  well  form  a  part  of  the  curriculum  of  the  boy  or  girl  who  is 
surveying  occupational  resources  and  opportunities. 

Talbert,  Ernest  L.  Opportunities  in  School  and  Industry  for 
Children  of  the  Stockyards  District,  from  a  report  of  an  inves- 
tigation carried  on  under  the  direction  of  the  Board  of  The 
University  of  Chicago  Settlement,  191 2,  Bloomfield's  Read- 
ings, pp.  396-453. 

A  careful  study  of  conditions  of  school  and  employment,  with  a 
program  for  vocational  guidance. 

Todd,  Arthur  J.  Old  Age  and  the  Industrial  Scrap  Heap.  Quar- 
terly PubHcation  of  the  American  Statistical  Assn.,  Vol. 
XIV,  New  Series,  No.  no,  June  191 5,  pp.  550-566. 

A  critical  examination  of  available  data  concerning  the  present 
practices  in  refusing  work  on  account  of  age.  This  question  is  of  im- 
portance on  account  of  the  marvelous  changes  in  European  employ- 
ment, conditions  likely  to  be  increasingly  reflected  in  this  country. 

Towne,  Ezra  Thayer.  Social  Problems.  The  Macmillan  Com- 
pany, 1916. 

Such  a  book  as  this  contains  much  material  which  bears  directly 
upon  occupations  and  should  therefore  be  studied,  if  the  child  is  to  be 
prepared  to  cope  with  his  life  problems.  This  text  treats  the  following 
topics,  among  others:  immigration,  child  labor,  women  in  industry, 
labor  organizations,  unemployment,  poverty,  conservation. 

Van  Kleeck,  Mary.    Working  Girls  in  Evening  Schools.    Survey 

Associates,  Inc.,  1914. 

This  book  contains  valuable  information  about  the  working  experi- 
ences of  girls,  and  their  eflforts  to  learn.  Pages  106-107  give  some 
references  on  the  question.  Why  do  children  leave  school  ? 

Weaver,  E.  W.    Vocations  for  Girls.   The  A.  S.  Barnes  Company, 

1913- 

As  director  of  the  Vocational  Guidance  and  Industrial  Education 
Bureau  of  Buffalo,  the  author  has  had  an  excellent  opportunity  to 


58  INFORMATION 

come  in  touch  with  many  industries  and  fuUy  appreciates  the  problems 
of  the  workers. 

The  first  thirteen  of  the  thirty-three  short  chapters  contain  advice 
of  a  general  character.  An  outhne  of  the  fields  open  to  women  contains 
the  names  of  about  seventy  different  vocations.  Only  a  few  of  these 
are  treated  in  the  book,  but  the  outHne  might  serve  as  a  basis  for  a  study 
of  local  industries  and  will  certainly  be  helpful  in  enlarging  the  outlook 
of  girls  as  to  possible  openings. 

The  second  part  of  the  book  is  an  analysis  of  eighteen  broad  divisions 
of  women's  vocations.  Mr.  Weaver  discusses  in  each  case  the  neces- 
sary qualifications  for  the  task,  methods  of  preparation  and  apprentice- 
ship, the  working  conditions  of  the  vocation,  and  its  rewards  both  in 
money  and  in  spiritual  and  social  returns.  A  highly  instructive  and 
interesting  feature  is  the  brief  letter  or  interview  from  some  person 
actually  engaged  in  the  occupation  or  biography  of  some  successful 
woman  which  follows  each  chapter.  While  these  stories  give  in  con- 
crete, Uving  form  just  the  sort  of  information  and  inspiration  that 
young  people  read  eagerly  and  can  transmute  into  actions  and  ideals, 
some  of  the  material  seems  to  be  based  on  sentiment  rather  than  on 
fact;  such  parts  are  apt  to  do  more  harm  than  good. 

and  Byler,  J.  Frank.   Profitable  Vocations  for  Boys.  The 

A.  S.  Barnes  Company,  191 5. 

This  book  gives  statements  about  many  occupations,  and  is  neces- 
sarily thin  in  many  places.  Further,  it  has  some  of  the  faults  of  Voca- 
tions for  Girls,  and  is  hardly  suitable  for  intensive  work  in  the  life- 
career  class,  except,  perhaps,  as  an  outline  of  the  work.  There  is  too 
much  inadequate  treatment  of  big  topics,  as  for  example,  the  chapter 
on  Scientific  Management.  The  book  is  written  down  to  the  child.  It 
is  unsatisfactory,  but  is  suggestive  of  a  good  method,  so  far  as  its  plan 
of  topics  is  concerned. 

Women's  Educational  and  Industrial  Union.    The  Public  Schools 
and  Women  in  Oijice  Service.     1914,  Boston. 

Five  investigators  compiled  this  booklet,  and  it  is  a  model  of  good 
material  for  close  study.    It  has  a  good  index. 

The  Union  pubHshes  many  reports  and  pamphlets  of  vocational  sig- 
nificance. 

Woods,  Robert  A.  and  Kennedy,  Albert  J.    Young  Working 
Girls.     Houghton  Mifflin  Company,  1913. 

A  statement  representing  the  investigations  and  conclusions  of  set- 
tlement workers  of  the  country.  One  chapter  deals  with  the  entrance 
on  industry,  and  discusses  the  effect  of  different  kinds  of  work  upon 
the  girls.  Intimate  knowledge  is  given  in  condensed  form.  A  very 
important  point  of  view.    See  Davis  and  Woods,  above. 


CONCERNING  OCCUPATIONS  59 

Young,  Rose.  Your  Daughter's  Career  if  She  Wants  to  be  a 
Lawyer.  Good  Housekeeping  Magazine,  Oct.  191 5.  (Other 
similar  articles  in  other  issues.) 

This  and  other  articles  by  the  same  author  represent  a  type  of  litera- 
ture of  which  we  need  more.  The  articles  are  written  in  an  easy,  popu- 
lar style  and  are  replete  with  illustrations  drawn  from  the  lives  of  suc- 
cessful women,  features  which  assure  their  being  read  by  parents  as 
well  as  by  girls  who  are  trying  to  reach  a  decision  on  the  question  of  a 
futvu-e  career.  A  good  deal  of  the  hterature  which  has  been  pubhshed 
by  chambers  of  commerce,  trade  leagues,  and  vocation  bureaus  has 
failed  to  reach  the  people  because  it  was  presented  in  uninviting  form. 
The  pubUc  at  large  may  need  text -books,  but  many  people  are  not  yet 
ready  to  read  the  sort  that  have  been  written  on  vocational  subjects. 


PART  V 

BIBLIOGRAPHIES 

Bloomfield,  Meyer.  In  Youth,  School  and  Vocation.  Houghton 
Mifilin  Company,  191 5,  pp.  262-267. 

Includes  bibliographies,  books,  reports,  periodical  literature,  and 
N.  E.  A.  proceedings  —  about  ninety  titles  in  all.  British  and  German 
vocational  pamphlets  are  listed.  See  School  and  the  Start  in  Life,  Part 
II,  for  full  European  bibliography. 

Brooklyn  Public  Library,  New  York  City.    Choosing  a  Vocation. 

1913- 

Includes  references  on  an  extensive  list  of  occupations,  together  with 
those  on  vocational  guidance  and  vocational  education. 

Bureau  of  Education,  U.  S.  Bibliography  of  Industrial,  Voca- 
tional, and  Trade  Education,  Bulletin  1913,  No.  22. 

Section  xxv,  pp.  68-71  is  devoted  to  vocational  guidance,  and 
references  in  other  sections  indicate  important  related  material.  There 
are  thirty-five  titles  on  vocational  guidance,  and  many  of  them  are 
followed  by  a  note  to  show  the  nature  of  the  material. 

List  of  References  on  Vocational  Guidance,  June  1914. 

Contains  about  eighty  titles,  with  brief  notes  to  show  the  scope  of  a 
few  of  the  articles. 

Vocational  Guidance  Bibliography.  A  complete  bibliog- 
raphy is  in  preparation. 

California  State  Board  of  Education.  A  Vocational  Guidance 
Bibliography,  Bulletin  No.  12.  Compiled  for  the  Commis- 
sioner of  Industrial  and  Vocational  Education,  by  Charles 
Louis  Jacobs,  Jan.  1916. 

The  bibliography  includes  what  the  author  calls  the  one  hundred 
best  books  for  vocational  guidance.  Three  groups  are  used:  books  for 
the  youth,  the  teacher,  and  the  specialist.  Each  title  is  followed  by  a 
brief  critical  statement.  The  author's  arrangement  in  order  of  im- 
portance in  each  group  is  very  much  open  to  question.  Further,  many 
success  books  of  the  old,  uncritical  style  are  included. 

60 


BIBLIOGRAPHIES  6 1 

Grand  Rapids  Public  Library.  In  Davis's  Vocational  and  Moral 
Guidance.     Ginn  and  Company,  19 14. 

The  references  in  this  bibliography  are  distributed  throughout  Part 
I  of  the  book,  and  classified  under  the  following  topics:  Need  for  voca- 
tional guidance,  pp.  11-12;  Need  for  moral  guidance,  pp.  18-19; 
General  references,  pp.  35-36,  39-42;  Success,  53-57;  Call  to  service, 
pp.  70-74,  83-84;  Preparation,  93-96;  Ethics  of  the  occupation,  98; 
Community  ethics,  107-1 11;  School  program,  118;  Social  efliciency, 
129;  Parents,  136;  Counseling,  149-151. 

Most  of  these  books  have  been  tested  in  the  school  work,  and  though 
some  open  to  question  are  included,  the  bibUography  is  valuable  as  a 
comprehensive  hst.  It  is  without  doubt  the  broadest  in  scope  among 
our  bibUographies.  Notes  in  some  cases  give  contents.  Magazine 
articles  are  not  included. 

National  Association  of  Corporation  Schools.  Report  of  Com- 
mittee on  Vocational  Guidance,  Henry  C.  Metcalf,  chair- 
man.    Proc.  of  the  Assn.,  1915,  pp.  411-417. 

A  good  hst,  particularly  emphasizing  vocational  guidance  in  com- 
merce and  industry. 

University  of  Chicago.  Vocational  Guidance  Bibliography. 
Recent  books,  magazine  articles,  reports,  and  bulletins. 
College  of  Education  of  the  University,  Frank  M.  Leavitt, 
Professor  of  Industrial  Education,  1915. 

This  is  a  student  compilation,  and  contains  about  one  hundred  and 
eighty-five  titles.  It  is  a  very  helpful  hst,  in  spite  of  the  fact  that  it 
includes  some  books  which  are  decidedly  open  to  question. 


A   READING    COURSE    IN   VOCATIONAL 

GUIDANCE 

By  John  M.  Brewer 

FOREWORD 

The  purpose  of  this  list  is  to  indicate  some  of  the  problems  with 
which  vocational  guidance  is  concerned,  and  to  offer  detailed 
references  under  each  question.  The  modern  movement  for 
vocational  guidance  was  begun  only  in  1908,  and  it  is  not  to  be 
expected  that  many  of  its  problems,  some  of  them  as  far-reaching 
and  complex  as  any  questions  in  social  life,  should  have  received 
adequate  answers.  In  certain  cases  the  references  will  be  found 
very  inadequate.  Nevertheless  they  will  show  that  serious 
thinking  has  been  done,  that  painstaking  investigation  has 
already  been  undertaken,  and  that  busy  people  have  taken  time 
and  trouble  to  help  others  by  writing  about  their  experiences.  In 
any  event  the  study  of  these  problems  may  stimulate  the  reader 
to  investigate  and  experiment  on  his  own  account,  which  may 
lead  to  progress  in  furnishing  feasible  solutions. 

In  most  cases  the  references  in  the  list  are  given  in  the  order  of 
their  pertinence  and  availability.  Numbers  in  parentheses  refer 
back  to  earlier  questions,  under  which  may  be  found  full  data  on 
the  reference  required. 

I .    What  is  vocational  guidance,  and  what  are  its  problems  ? 

(i)  Mead,  George  H.  The  Larger  Educational  Bearings  of  Vocational 
Guidance.  U.  S.  Bureau  of  Education,  Bulletin,  1914,  No.  14, 
pp.  16-26;  also  in  Bloomfield's  Readings  in  Vocational  Guid- 
ance.    Ginn  and  Company,  191 5,  pp.  43-55- 

(2)  Hanus,  Paul  H.    Introduction  to  Bloomfield's  Vocational  Guidance 

of  Youth.    Houghton  Mifiiin  Company,  191 1. 

(3)  Suzzallo,  Henry.    Introduction  to  Bloomfield's  Youth,  School,  and 

Vocation.     Houghton  Mifl^n  Company,  1915. 

(4)  Dictionary:   advice;   avocation;   calling;  career;  counsel;  direct; 

guidance;  guide;  occupation;  vocation;  vocational. 

62 


A  READING  COURSE  IN  VOCATION.\L  GUIDANCE       63 

(s)  Munroe,  Paul.  Encyclopedia  of  Education,  article  on  Vocational 
Guidance. 

Why  is  vocational  guidance  needed  ? 

(i)  Woods,  Erville  B.  The  SocialWaste  of  Unguided  Ability.  American 
Journal  of  Sociology,  Vol.  xix.  No.  3,  Nov.  1913,  pp.  358-369; 
also  in  Bloomfield's  Readings  (i),  pp.  19-31. 

(2)  Bloomfield,    Meyer.      Youth,    School,  and  Vocation.      Houghton 

Mifflin  Company,  1915,  pp.  1-26. 

(3)  Davis,   Jesse  B.     Vocational  and  Moral  Guidance.     Ginn  and 

Company,  1914,  pp.  6-12. 

(4)  Davis,  Philip.    Streetland.    Small,  Maynard  and  Company,  191 5, 

pp.  143-171- 

(5)  Ehot,  Charles  W.    The  Value,  during  Education,  of  the  Life-Career 

Motive.     Nat.  Educ.  Assn.,  Proc.  1910,  pp.  133-141;  also  in 
Bloomfield's  Readings  (i),  pp.  1-12. 

(6)  Hanus,  Paul  H.    Beginnings  in  Industrial  Education.     Houghton 

Mifflin  Company,  1908,  pp.  48-252. 

What  is  the  relation  of  the  vocational-guidance  aim  in  educa- 
tion to  other  aims  ? 

(i)  Van  Sickle,  James  H.  The  Vocational  Trend  in  Education.  Educa- 
tional Administration  and  Supervision,  Vol.  i,  No.  i,  Jan.  1915, 
pp.  67-68. 

(2)  Davis,  Jesse  B.  (2),  pp.  13-19,  99-111. 

(3)  Moore,  Ernest  C.     What  is  Education  ?     Ginn  and  Company, 

1915,  pp.  164-169. 

What  kind  of  school  organization  is  best  adapted  to  educa- 
tional guidance  ? 

(i)  Hanus,  Paul  H.  School  Efficiency,  A  Constructive  Study,  Applied 
to  New  York  City.  School  Efficiency  Series,  World  Book  Com- 
pany, 1913,  pp.  6-10. 

(2)  Moore,  Ernest  C.     What  is  Education  ?  (3),  pp.  18-29. 

(3)  Dewey,  John  and  Evelyn.    Schools  of  To-morrow.    E.  P.  Dutton 

and  Company,  191 5,  pp.  1-16. 

How  can  the  elementary  school,  in  its  program  of  studies 

and  methods  of  teaching  give  educational  guidance  and  lay 

a  foundation  for  vocational  guidance  ?    What  can  be  done  to 

counteract  the  restricted  view-point  of  the  child's  immediate 

experience  ?    How  can  we  lead  him  to  see  the  value  of  more 

education  ? 

(i)    Dewey,  Schools  of  To-morrow  (4),  pp.  41-102. 
(2)   Davis,  Jesse  B.  (2),  pp.  27-45. 


64  A  READING  COURSE 

(3)  Eaton,  Mary  N.    In  Davis's  Vocational  and  Moral  Guidance  (2), 

pp. 177-189. 

(4)  Righter,  Leonard.    The  Curriculum  and  Vocational  Guidance.    The 

Elementary  School  Journal,  Vol.  xvi.  No.  7,  March  1916,  pp. 
369-380. 

(5)  Dunn,  Arthur  W.    Civic  Education  in  Elementary  Schools  as  Illus- 

trated in  Indianapolis.    U.  S.  Bureau  of  Educ.  Bulletin,  191 5, 
No.  17. 

(6)  Bobbitt,  Franklin.      What   the  Schools  Teach  and  Might  Teach. 

Survey  Committee  of  the  Cleveland  Foundation,  1915,  pp.  72- 
80. 

6.  What  part  in  vocational  guidance  has  the  junior  high  school  ? 

What  school  studies  and  other  activities  disclose  capabilities 

and  offer  means  for  self-discovery  ?    How  can  the  present 

studies  be  made  to  yield  more  vocational  stimulus  and 

guidance  ?     Should  the  junior  high  school  carry  on  "  pre- 

vocational  "  and  continuation  school  work  ? 

(i)  Lapp,  John  A.  and  Mote,  Carl  H.  Learning  to  Earn.  Bobbs- 
Merrill  Company,  1915,  pp.  182-196. 

(2)  Prosser,    Charles  A.     Practical  Arts  and   Vocational  Guidance. 

Manual  Training  Magazine,  Vol.  xiv,  No.  6,  Feb.  1913,  pp. 
209-221;  also  in  Bloomfield's  Readings  (i),  pp.  352-367. 

(3)  Wile,  Ira  S.     Vocational  Guidance  and  the  Curriculum.     Nat.  Voc. 

Guid.  Assn.,  Proc,  Richmond  meeting,  1915,  pp.  29-36. 

(4)  Leavitt,  Frank  M.  and  Brown,  Edith.    Prevocational  Education  in 

the  Public  Schools.    Houghton  Mifflin  Company,  191 5,  pp.  70- 
82. 

(5)  Bonser,  Frederick  G.    Is  "  Prevocational  "  a  Needed  or  Desirable 

Term?     Manual   Training   and   Vocational   Education,   Vol. 
xvn,  No.  8,  April  1916,  pp.  585-588. 

(6)  Boston  School  Committee,  Circular  of  Information  Relating  to  the 

Continuation  Schools.     School  Document  No.  26,  191 5. 

(7)  Wisconsin  State  Board  of  Industrial  Education,  Outlines  of  Les- 

sons.    No.  10,  Second  Edition,  1914,  pp.  476-483. 

7.  What  part  is  taken  by  the  high  school  ? 

(i)  Bonser,  Frederick  G.  The  Curriculum  as  a  Means  of  Revealing 
Vocational  Aptitudes.  Education,  Vol.  xxxvn,  No.  3,  Nov. 
1916,  pp.  145-159- 

(2)  Gayler,  G.  W.     Vocational  Guidance  in  the  High  School. 

Psychological  Clinic,  Vol.  rx.  No.  6,  Nov.  15,  1915,  pp.  161- 
166. 

(3)  Davis,  Jesse  B.  (2),  pp.  112-118. 

(4)  Bloomfield,  Youth,  etc.  (i),  pp.  255-261. 

(5)  See  Topic  6,  above;  and  10,  11,  20,  and  24,  below. 


IN  VOCATIONAL  GUIDANCE  65 

8.  What  is  the  work  of  the  college  in  vocational  guidance  ? 

(i)  Elliff,  J.  D.  Vocational  Guidance  —  A  Function  of  the  University. 
Nat.  Voc.  Guid.  Assn.,Proc.  Richmond  meeting,  1915,  pp.  12-16. 

(2)  School  and  Society,  Expert  Advice  on  Vocation.    Quotation  from 

F.  P.  K.  in  the  Columbia  University  Quarterly.  School  and 
Society,  Vol.  m.  No.  78,  June  24,  1916,  pp.  940-941. 

(3)  Keppel,  Frederick  P.     The  Occupations  of  College  Graduates  as 

Influenced  by  the  Undergraduate  Course.  Educational  Review, 
Vol.  XL,  No.  5,  Dec.  1910,  pp.  433-440;  also  in  Bloomfield's 
Readings  (i),  pp.  346-351- 

(4)  Thorndike,    E.    L.      The    University   and    Vocational   Guidance, 

Bloomfield's  Readings  (i),  pp.  96-102. 

(5)  Jennings,  Irwin  G.     Vocational  Guidance  in  Colleges  and  Univer- 

sities. Educational  Review,  Vol.  li,  No.  4,  April  1916,  pp.  331- 
341- 

9.  How  is  vocational  guidance  aided  by  activities  in  the  home, 
student-affairs,  self-government,  play,  camps,  clubs,  scout- 
ing, etc.  ? 

(i)   Davis,  Jesse  B.  (2),  pp.  119-129. 

(2)  Alderman,  L.   R.     School  Credits  for  Home  Work.     Houghton 

Mifflin  Company,  191 5.     (Look  through,  and  read  parts.) 

(3)  Johnson,  George  E.    Education  by  Plays  and  Games.     Ginn  and 

Company,  1907.     (Look  through,  and  read  parts.) 

(4)  Boy  Scouts  of  America,  Handbook  for  Boys.     Doubleday,  Page  and 

Company.     (Look  through,  and  read  parts.) 

(5)  Camp  Fire  Girls  National  Headquarters.    The  Book  of  the  Camp 

Fire  Girls.    New  York. 

10.  What  should  be  the  subject-matter  and  method  of  life- 
career  classes  in  schools  ? 

(i)  Wheatley,  William  A.  Some  Suggestions  for  Presenting  a  Course 
in  Vocational  Information  to  Pupils  in  our  Smaller  Schools. 
Nat.  Voc.  Guid.  Assn.,  Proc.  Richmond  meeting,  1915,  pp. 
24-29;  or  Vocational  Information  for  Pupils  in  a  Small  City 
High  School.  The  School  Review,  Vol.  xxm,  No.  3,  March 
1915,  pp.  175-180. 

(2)  Gowin,  Enoch  B.  and  Wheatley,  William  A.    Occupations.    Ginn 

and  Company,  1916.    (Examine,  as  a  possible  textbook.) 

(3)  Horton,  D.  W.     A  Plan  for  Vocational  Guidance.     The  School 

Review,  Vol.  xxiii,  No.  4,  April  191 5,  pp.  236-243. 

(4)  Jacobs,  Charles  L.     An  Experiment  in  High  School  Vocational 

Guidance.  Manual  Training  and  Vocational  Education,  Vol. 
XVII,  No.  2,  Oct.  1915,  pp.  81-85. 

11.  What  are  the  features  of  satisfactory  systems  of  vocational 
education  ?     What  are   the  available  methods,   v^^ith   the 


6S  A  READING  COURSE 

advantages  and  disadvantages  of  each  ?     What  are   the 

advantages    of    supplementary    and    part-time    training  ? 

What  studies  can  be  offered  to  working  people  ? 

(i)  Bonser,  Frederick  G.  Education  for  Life  Work  in  Non-Professional 
Occupations.  The  Annals  of  The  American  Academy  of  Politi- 
cal and  Social  Science,  Vol.  lxvii,  No.  156,  Sept.  1916,  New 
Possibilities  in  Education,  pp.  64-75. 

(2)  Lapp  and  Mote  (6),  pp.  197-248. 

(3)  Schneider,  Herman.     Education  for  Industrial  Workers.     School 

Efficiency  Series,  World  Book  Company,  1915,  pp.  47-58. 

(4)  National   Society  for  the   Promotion  of  Industrial  Education, 

Report  of  the  Minneapolis  Survey  for  Vocational  Education, 
Bulletin  No.  21,  1916.  Reprinted  as  Bulletin  199,  U.  S.  Bureau 
of  Labor  Statistics. 

(5)  Cleveland   Educational   Survey.     Nine   volumes  on   vocational 

education.  Division  of  Education,  RusseU  Sage  Foundation, 
1916. 

12.  What  is  being  done  in  the  way  of  vocational  guidance  in 
industrial  and  commercial  establishments  ?  What  is  the 
work  of  the  employment  manager,  and  of  the  employment 

managers'  associations  ? 

(i)  The  American  Academy  of  Political  and  Social  Science,  Personnel 
and  Employment  Problems  in  Industrial  Managem,ent.  Annals, 
Vol.  Lxv,  No.  154,  May  1916,  Bloomfield,  Meyer  and  Willits, 
Joseph  H.,  Editors.  See  especially  articles  by  Bloomfield,  pp. 
76-86;  Wells,  111-116;  Hopkins,  67-75;  Reilly,  87-93; 
Clothier,  94-110;  Person,  1 17-127;  Gilbreth,  289-296;  Lee, 
297-310;  Fisher,  144-154;  Keir,  160-169;  Alexander,  128-143. 

13.  What  is  the  school's  responsibility  for  the  placement  and 

employment  supervision  of  working  children  ?    How  may 

the  school  aid  in  securing  employment  ?    What  plans  for 

"  follow-up  "  investigation  and  advice  should  be  adopted  ? 

Should  school  authorities  supervise  the  working  experiences 

of  minors  ? 

(i)  Breckinridge,  Sophonisba  P.  and  Abbott,  Edith.  The  School  and 
the  Working  Child,  A  Plea  for  Employment  Supervision  in  City 
Schools.     Bloomfield's  Readings  (i),  pp.  485-503. 

(2)  Bloomfield,  Youth,  etc.  (i),  pp.  127-136. 

(3)  Claxton,  Philander  P.    Part-Time  Secondary  Schooling  and  Voca- 

tional Guidance.    Nat.  Voc.  Guid.  Assn.  (6),  pp.  44-48. 

14.  What  are  the  conditions  of  employment  for  young  workers  ? 
How  is  the  transition  from  school  to  work  made,  and  how 


IN  VOCATIONAL  GUIDANCE  d^J 

may  it  be  improved  ?  Why  do  children  leave  school  early  ? 
What  is  the  remedy  ?  Is  the  work  of  children  under  eighteen 
needed  to  carry  on  American  industries  ?  How  do  children 
secure  employment,  and  how  may  improved  methods  be 
inaugurated  ?  W^hat  kind  of  work  do  young  children  have  ? 
What  should  we  do  about  the  changing  from  job  to  job  ? 
How  can  seeming  blind-alley  jobs  be  made  to  lead  to  some- 
thing better  ? 

(i)    Lovejoy,  Owen  R.     Vocational  Guidance  and  Child  Labor.    U.  S. 
Bureau  of  Educ,  Bulletin,  1914,  No.  14,  pp.  9-16. 

(2)  Davis,  Anne  S.     Occupations  and  Industries  Open  to  Children 

Fourteen  and  Sixteen  Years  of  Age.  Board  of  Education,  Chicago, 
1914;  also  in  Bloomfield's  Readings  (i),  pp.  542-556. 

(3)  Talbert,   Ernest  L.     Opportunities  in  School  and  Industry  for 

Children  in  the  Stockyard  District.  (Report  of  an  investigation 
carried  on  under  the  direction  of  the  University  of  Chicago 
Settlement,  191 2.)    Bloomfield's  Readings  (i),  pp.  396-453. 

(4)  Reed,  Anna  Y.    Seattle  Children  in  School  and  in  Industry.    Board 

of  School  Directors,  Seattle,  Wash.,  1915. 
(s)    Woods,  Robert  A.  and  Kennedy,  Albert  J.    Young  Working  Girls. 

Houghton  Mifflin  Company,  1913,  pp.  11-33- 
(6)    Bloomfield,  Youth,  etc.  (i),  pp.  9-26. 

15.  What  should  the  student  of  vocational  guidance  know  about 
the  relations  between  employers  and  employees  and  the 
conditions  of  labor,  and  what  should  be  the  attitude  of 
the  movement  for  vocational  guidance  on  labor  questions: 
efficiency;  scientific  management;  labor  organizations; 
collective  bargaining;  wages;  finding  employment;  steadi- 
ness of  employment;  monotony;  social  work;  participation 
in  management;  the  land  question. 

(i)    AUen,  Frederick  J.    Business  Employments.    Ginn  and  Company, 
1916,  pp.  25-38,  161-169. 

(2)  Towne,  Ezra  Thayer.     Social  Problems.     The  Macmillan  Com- 

pany, 1916;  or  a  similar  work. 

(3)  Hobson,J.  A.   Work  and  Wealth.   The  Macmillan  Company,  1914. 

(4)  Roman,   Frederick  W.     Vocational  Education  —  Its  Dependence 

on  Elementary  Cultural  Training.      N.  E.  A.,  Addresses  and 

Proc,  1915,  pp.  1173-1177. 
(s)    Schneider  (11),  pp.  5-11. 
(6)    Rand  School  for  Social  Service,  American  Labor  Yearbook.    Dept. 

of  Labor  Research,  Rand  School  of  Social  Service,  New  York, 

1916. 


68  A  READING  COURSE 

(7)  Hoxie,    Robert    Franklin.      Scientific   Management   and    Labor. 

D.  Appleton  and  Company,  1915,  pp.  137-139. 

(8)  Thompson,   Clarence  B.     Relation  of  Scientific  Management  to 

Labor.    Quarterly  Journal  of  Economics,  Vol.  xxx,  Feb.  1916, 

pp.  311-351- 

(9)  Willits,  Joseph  H.     The  Unemployed  in  Philadelphia.    Dept.  of 

Public  Works,  Philadelphia,  1915,  pp.  5-10,  86-92,  110-121; 
also  as  Supplement  to  American  Academy  (12),  Steadying 
Employment,  pp.  71-76,  91-102. 

(10)  Hard,  WiUiam.    Big  Jobs  for  Bad  Times.    Everybody's  Magazine, 

Vol.  XXXV,  No.  2,  Aug.  1916,  pp.  129-141. 

(11)  See  American  Academy  (12),  Gilbreth,  pp.   289-296,  and  Lee, 

pp.  297-310. 

16.  What  are  the  characteristics  and  requirements  of  the  com- 
mon occupations  ? 

(i)  Allen,  Frederick  J.  Business  Employments.  Ginn  and  Company, 
1916. 

(2)  Allen,  Frederick  J.    The  Shoe  Industry.    The  Vocation  Bureau, 

Boston,  1916. 

(3)  Cleveland  Educational  Survey.     Nine  volumes  (11). 

(4)  MinneapoHs  Survey  for  Vocational  Education  (11). 

(5)  Gowin  and  Wheatley.     Occupations  (10). 

(6)  Weaver,  E.  W.    Vocations  for  Girls.    The  A.  S.  Barnes  Co.,  1913, 

(7)  Laselle,  Mary  A.  and  Wiley,  Katherine  E.     Vocations  for  Girls. 

Houghton  MifHin  Company,  19 13. 

(8)  Eaton,  Jeannette  and  Stevens,  Bertha  M.    Commercial  Work  and 

Training  for  Girls.     The  Macmillan  Company,  1915. 

17.  How  may  school  people,  parents,  employers,  employees,  and 
social,  civic,  philanthropic,  labor,  and  commercial  organiza- 
tions cooperate  for  collecting  occupational  information, 
surveying  opportunities,  advising  children,  aiding  workers  in 
entering  upon  employment,  and  supervising  progress  in  the 
occupation  ? 

(i)  Richards,  Charles  R.  What  We  Need  to  Know  about  Occupations. 
Second  National  Conference  on  Vocational  Guidance,  Proc. 
1912,  pp.  35-44;  also  in  Bloomfield's  Readings  (i),  pp.  504-514. 

(2)  Minneapohs  Survey  (11),  pp.  3-1 1,  625-627,  633-636,  646-648. 

(Chapters  i,  23,  25,  App.  A  and  B.) 

(3)  Bureau  of  Labor  Statistics,  U.  S.  Dept.  of  Labor,  Vocational  Edu- 

cation Survey  of  Richmond,  Va.,  Bulletin  of  the  Bureau,  No.  162, 
1916,  pp.  5-7,  32-33>  322-326. 

(4)  Westgate,  C.  E.    Vocational  Guidance  in  the  Stadium  High  School. 

Tacoma,  Wash.,  Manual  Training  and  Vocational  Education, 
Vol.  XVII,  No.  7,  March  1916,  pp.  5x1-514. 


IN  VOCATIONAL  GUIDANCE  69 

(5)  Davis,  Jesse  B.  (2),  pp.  126-136,  286-297. 

(6)  Bloomfield,  Youth,  etc.  (i),  pp.  127-147. 

(7)  Spaulding,  Frank  E.    Problems  of  Vocational  Guidance.    N.  E.  A., 

Dept.  of  Superintendence,  191 5,  pp.  83-87;  Addresses  and 
Proc,  191 5,  pp.  331-335;  also  in  Bloomfield's  Readings  (i), 
pp.  69-74. 

18.  What  methods  of  counseling  should  be  used  ?  How  should 
the  teacher  or  counselor  go  about  Interviewing  or  advising 
the  individual  child  ?  What  should  be  the  extent  of  and 
limitations  set  upon  active  guidance  ?  What  records  should 
be  kept  ? 

(i)  Bloomfield's  Youth,  etc.  (i),  pp.  50-57,  60-63,  188-202. 

(2)  Davis,  Jesse  B.  (2),  pp.  137-149. 

(3)  Gowin  and  Wheatley.     Occupations  (10),  pp.  2,1 2-;iig- 

(4)  Kitson,  H.  D.    Suggestions  Toward  a  Tenable  Theory  of  Vocational 

Guidance.  Manual  Training  and  Vocational  Education,  Vol. 
XV,  No.  5,  Jan.  191 5,  pp.  265-270;  also  in  Bloomfield's  Readings 
(i),  pp.  103-108. 

19.  What  erroneous  methods  of  guidance  are  used,  and  how  may 
they  be  avoided  ? 

(i)  Kitson,  H.  D.  Psychological  Tests  and  Vocational  Guidance.  The 
School  Review,  Vol.  xxrv,  No.  3,  March  1916,  pp.  207-214;  also 
Kitson  (18). 

(2)  Breese,  B.  B.    Vocational  Guidance.    Unpopular  Review,  Vol.  v, 

No.  8,  Oct.-Dec.  1915,  pp.  343-357- 

(3)  Bloomfield,  Youth,  etc.  (i),  pp.  88-94. 

(4)  Kitson,  Harry  D.    Interest  as  a  Criterion  in  Vocational  Guidance. 

Educational  Review,  Vol.  Lil,  No.  4,  Nov.  1916,  pp.  349-356. 

20.  How  should  vocational  guidance  be  begun  in  a  school  and  in 
a  school  system,  and  what  should  be  the  course  of  its  develop- 
ment ?  How  may  a  teacher,  principal,  or  superintendent 
inaugurate  a  plan  ?  What  should  be  the  function  of  a  central 
vocational  bureau,  and  of  an  expert  counselor  ? 

(i)  Bate,  William  G.  IIow  Can  the  Faculty  of  a  Small  High  School 
Esabtlish  a  Vocational  Guidance  Systctn?  Manual  Training  and 
Vocational  Education,  Vol.  xvn.  No.  5,  Jan.  1916,  pp.  336-342. 

(2)  Gaylcr  (7). 

(3)  Wheatley  (10). 

(4)  Horton(io). 

(5)  Davis,  Jesse  B.  (2),  pp.  163-174. 

(6)  Bloomfield,  Youth,  etc.  (i),  pp.  28-49. 


70  A  READING  COURSE 

21.  What  should  be  the  training  of  a  teacher  who  is  to  do 
counseling,  direct  a  plan  for  guidance,  or  make  investiga- 
tions ? 

(i)  Bonser,  Frederick  G.  Necessity  of  Professional  Training  for  Voca- 
tional Counseling.  U.  S.  Bureau  of  Educ.  Bulletin,  1914,  No.  14, 
pp.  37-42;  also  in  Bloomfield's  Readings  (i),  pp.  109-116. 

(2)  Fitch,  John  A.     A  Method  for  Industrial  Surveys.     Second  Nat. 

Conference  on  Vocational  Guidance,  Proc,  191 2,  pp.  44-53. 

(3)  Parsons,  Frank.     Choosing  a  Vocation.    Houghton  Mifflin  Com- 

pany, 1909,  pp.  94-95- 

(4)  Bloomfield,  Youth,  etc.  (i),  pp.  55-57,  60-65,  87-94. 

22.  What  were  the  beginnings  of  the  modern  movement  for 
vocational  guidance  ? 

(i)    Parsons  (21),  pp.  91-92. 

(2)  Bloomfield,  Youth,  etc.  (i),  pp.  30-40. 

(3)  Allen,  Frederick  J.     The  Vocation  Bureau  and  the  Boston  School 

System.    National  Municipal  Review,  Vol.  n,  No.  i,  Jan.  1913, 
pp.  108-110. 

(4)  Brooks,  Stratton  D.     Vocational  Guidance  in  the  Boston  Schools. 

The  School  Review,  Vol.  xix.  No.  i,  Jan.  1911,  pp.  42-50.    Also 
in  Bloomfield's  Readings,  pp.  83-91. 

(5)  Leavitt,  Frank  M.    Examples  of  Industrial  Education.    Ginn  and 

Company,  191 2,  pp.  235-266. 

23.  What  associations  are  organized  to  foster  vocational  guid- 
ance, and  what  is  the  nature  of  their  work  ? 

(i)   The  Vocation  Bureau  of  Boston,  Annual  Reports;  also  books  by 
Bloomfield  and  Allen. 

(2)  National  Vocational  Guidance  Association,  W.  Carson  Ryan,  Jr., 

Secy.,  Bureau  of  Education,  Washington,  D.  C.     Proceedings  of 
meetings,  and  Vocational  Guidance  Bulletin,  a  monthly  leaflet. 

(3)  Vocational  Guidance  Society  of  California,  Mrs.  E.  J.  Grover, 

Secy.,  Polytechnic  High  School,  San  Francisco,  Cal.    Annual 
Reports. 

(4)  Davis,  Jesse  B.  (2),  pp.  262-285. 

(5)  Lapp  and  Mote  (6),  pp.  249-261,  393-394- 

24.  What  are  the  outstanding  features  of  the  work  in  various 
schools  and  school  systems  ?  What  may  be  learned  from 
actual  accomplishments,  in  this  country  and  abroad  ? 

(i)    Bloomfield,  Youth,  etc.  (i),  pp.  45-46,  127-147,  255-261. 

(2)  Thompson,  Frank  V.  Vocational  Guidance  in  Boston.  Nat.  Voc. 
Guid.  Assn.,  Richmond  meeting,  Proc.  191 5,  pp.  17-24;  also 
in  The  School  Review,  Vol.  xxm.  No.  2,  Feb.  191 5,  pp.  105- 
112. 


IN  VOCATIONAL  GUIDANCE  71 

(3)  Brewer,  John  M.     Vocational  Guidance  in  School  and  Occupation. 

Amer.  Acad,  of  Political  and  Social  Science,  Annals,  New  Possi- 
bilities in  Education,  Vol.  Lxvn,  No.  156,  Sept.  1916,  pp.  54-63. 

(4)  Topics  in  Nos.  10,  18,  20,  22. 

25.  How  are  ethical,  social,  civic,  and  recreational  duties  and 
opportunities  related  to  the  occupation  ? 

(i)  Hulst,  Mrs.  Cornelia  S.  Social  and  Civic  Ethics  from  the  Stand- 
point of  the  Chosen  Vocation.  In  Davis's  Vocational  and  Moral 
Guidance  (2),  pp.  238-252.  See  also  pp.  46-53,  99-111,  119- 
129,  233-237. 

(2)  Lee,  Joseph.   Play  in  Education.   The  Macmillan  Company,  191 5, 

pp.  464-479- 

(3)  Lapp  and  Mote  (6),  pp.  1-20,  344-365. 

26.  What  social  gains  does  the  movement  for  vocational  guid- 

ance strive  for  ? 

(i)  Ward,  Lester  F.  Eugenics,  Euthenics,  and  Endemics.  American 
Journal  of  Sociology,  Vol.  xvm.  No.  6,  May  1913,  pp.  737-757. 

(2)  Woods,  Erville  B.  (2). 

(3)  Bloomfield,  Youth,  etc.  (i),  pp.  171-176. 

(4)  Lapp  and  Mote  (6),  pp.  21-38,  366-378. 


INDEX   OF  NAMES 


Abbott,  E.,  50,  66. 

Alden,  G.  I.,  26. 

Alderman,  L.  R.,  3,  65. 

Alexander,  M.  W.,  35,  66. 

Allen,  F.  J.,  26,  48,  49,  67,  68,  70. 

American  Academy  of  Political  and 
Social  Science,  3,35,  36,  58,  46,  66, 
68,  71. 

Andrews,  I.  O.,  35. 

Apprenticeship  and  Skilled  Employ- 
ment Association,  49. 

Arnold,  H.  L.,  35. 

Aves,  E.,  49. 

Ayres,  L.  P.,  3,  49,  50,  5i- 

Barnard,  J.  L.,  26. 
Barnes,  C.  B.,''5o. 
Bartlett,  L.  W.,  26. 
Bate,  W.  G.,  26,  27,  69. 
Bloomfield,  Meyer,  3,  4,  5,  27,  35,  36, 
41,  54,  60,  63,  64,  66,  67,  69,  70,  71. 
Bobbitt,  F.,  64. 

Bonser,  F.  G.,  6,  7,  21,  64,  66,  70. 
Book,  W.  F.,  27. 
Boston,  26,  28,  32,  33,  50,  53,  70. 
Boston  Finance  Commission,  50. 
Boston  School  Committee,  27,  50,  64. 
Boy  Scouts  of  America,  7,  21,  65. 
Brandeis,  L.  D.,  39. 
Breckinridge,  S.  P.,  50,  66. 
Breese,  B.  B.,  7,  69. 
Brewer,  J.  M.,  7,  71. 
Brooklyn,  60. 
Brooks,  S.  D.,  28,  70. 
Brown,  Edith,  16,  64. 
Bryner,  Edna,  51. 
Buffalo,  28,  57. 
Bunker,  F.  F.,  7. 
Bureau  of  the  Census,  50,  51. 
Bureau  of  Education,  U.  S.,  7,  28,60. 


Bureau  of  Labor  Statistics,  U.  S.,  36, 

SI,  56,  68. 
Byler,  J.  F.,  58- 

Cabot,  R.  C,  55. 

California,  23,  26,  60. 

Cahfomia,  George  Jr.  RepubUc,  8. 

CaUfomia  Board  of  Education,  60. 

Camp  Fire  Girls,  8,  65. 

Carrier,  F.  W.     See  Barnard. 

Cheney,  M.  L.,  23. 

Chicago,  28,  50,  52,  57. 

Child  Labor  Committee,  37,  41. 

Cincinnati,  6,  21,  29,  33,  45. 

Civil  Service  Commission,  U.  S.,  37. 

Claxton,  P.  P.,  8,  66. 

Cleveland,  17,  38,  51,  53,  66,  68. 

Clopper,  E.  N.,  37. 

Clothier,  R.  C,  66. 

Cohen,  J.  H.,  37. 

Cole,  P.  R.,  8. 

Collett,  Miss,  52. 

Colorado,  37. 

Commission  on  Industrial  Relations, 

U.  S.,  52. 
Commissioner   of   Education,   U.  S. 

See  Bureau  of  Education. 
Curtis  Pubhshing  Company,  8,  28. 

Davis,  A.  S.,  28,  52,  67. 

Davis,  J.  B.,  8,  61,  63,  64,  65,  69,  70. 

Davis,  Phihp,  9,  52,  63. 

Dearie,  N.  B.,  37, 

De  Kalb,  lU.,  29. 

Denison,  E.,  10. 

Dewey,  Evelyn,  10,  63. 

Dewey,  John,  10,  63. 

Dodge,  H.  II.,  52. 

Dunn,  A.  W.,  lo,  64.    See  Barnard. 


73 


74 


INDEX  OF  NAMES 


Eaton,  Jeannette,  53,  68. 

Eaton,  M.  N.,  28,  64.     See  Davis, 

J.B. 
Edinburgh,  5. 
Educational  Department  of  the  State 

of  New  York,  28. 
EHot,  C.  W.,  10,  63. 
ElUflf,  J.  D.,  10,  65. 
Emerson,  H.,  37,  40. 
Employment  Managers'  Association 

of  Boston,  5,  36. 
Engineering  Record,  53. 
England,  4,  6,  27,  36. 

Factory  Management  Series,  37,  38. 

Fairchild,  C.  B.,  55. 

Faurote,  F.  L.,  35. 

Feiss,  R.  A.,  38. 

Filene  Cooperative  Association,  38. 

Fisher,  Boyd,  66. 

Fitch,  J.  A.,  28,  70. 

Fitchburg,  31. 

Fleming,  R.  D.,  51. 

Fletcher,  A.  P.,  11. 

Ford  Shops,  35.  36. 

Gantt,  H.  L.,  39,  40. 

Gayler,  G.  W.,  11,  64,  69. 

Germany,  6,  12,  27. 

Gilbreth,  F.  B.,  39,  66,  68. 

Giles,  F.  M.,  28,  29. 

Girls'  Trade  Education  League,  53. 

Goldmark,  J.,  39. 

Goodwin,  F.  P.,  29. 

Gowin,  E.  B.,  11,  39,  65,  68,  69. 

Grand  Rapids,  7,  8,  19,  61. 

Greaney,  E.  M.,  29. 

Grover,  E.  J.,  70. 

Gruenberg,  B.  C.,  19,  53. 

HaU,  M.  E.,  9. 
Hanson,  W.  C.,  54. 
Hanus,  P.  H.,  4,  12,  62,  63. 
Hard,  W.,  40,  68. 
Harper,  J.  R.,  12. 
Hendrick,  B.  J.,  40. 
Henry  Street  Settlement,  6. 
Hicks,  W.  E.,  24.    See  Wisconsin. 


Hill,  D.  S.,  29,  30,  54. 
Hine,  L.  W.,  37. 
Hobson,  J.  A.,  54,  67. 
Hollingworth,  H.  L.,  12. 
Hopkins,  E.  M.,  47,  66. 
Hornblow,  A.,  55. 
Horton,  D.  W.,  30,  65,  69. 
Hoxie,  R.  F.,  39,  40,  68. 
Hulst,  C.  S.,  71. 

Indiana,  27. 

Industrial  Management,  41. 
Intercollegiate    Bureau    of    Occupa- 
tions, 54. 
Iowa,  30. 

Jacobs,  C.  L.,  30,  60,  65. 
Jennings,  I.  G.,  13,  65. 
Johnson,  G.  E.,  13,  14,  65. 
Johnston,  C.  H.,  4,  14. 

Keir,  J.  S.,  66. 

Kelly,  R.  W.,  41. 

Kennedy,  A.  J.,  58,  67. 

Keople,  R.  C.,  56. 

Keppel,  F.  P.,  14,  65. 

King,  M.,  30. 

King,  W.  I.,  54. 

Kingsley,  C.  D.     See  Barnard. 

Kitson,  H.  D.,  14,  15,  69. 

Knox,  G.  P.,  15. 

Kober,  G.  M.,  54. 

Lapp,  J.  A.,  IS,  64,  66,  70,  71. 

Laselle,  M.  A.,  54,  68. 

Lasker,  B.,  36. 

Lathrop,  J.  C.,  15. 

League   for   Business   Opportimities 

for  Women,  55. 
Leavitt,  F.  M.,  16,  61,  64,  70. 
Lee,  John  R.,  66,  68. 
Lee,  Joseph,  16,  71. 
Leonard,  R.  J.,  21. 
Lewis,  E.  E.,  16. 
Lippincott's  Training  Series,  55. 
London,  37,  49,  52. 
Loomis,  0.  E.,  21. 


INDEX  OF  NAMES 


75 


Los  Angeles,  31. 
Lovejoy,  O.  R.,  41,  67. 
Lull,  H.  G.,  17. 
Lutz,  R.  R.,  17,  51. 

Manly,  B.  M.,  52. 
Mann,  C.  R.,  53. 
Massachusetts,  12,  32,  51. 
Massachusetts  Board  of  Education, 

17- 

Massachusetts  Commission  on  Un- 
employment, 41. 

McCann,  M.  R.,  31. 

iMcKeever,  W.  A.,  17. 

Mead,  G.  H.,  17,  62. 

Metcalf,  H.  C,  42,  61. 

Middletown,  Conn.,  32. 

Miles,  H.  E.,  18. 

Minneapolis,  36,  51,  55,  66,  68. 

Mishawaka,  Ind.,  30. 

Mitchell,  John,  42. 

Moore,  E.  C,  18,  63. 

Mote,  C.  H.,  IS,  55,  64,  66,  70,  7i- 

Mvinsterberg,  Hugo,  18. 

Munroe,  J.  P.,  18. 

Munroe,  Paul,  63. 

National  Association  of  Corporation 
Schools,  42,  61. 

National  Association  of  Manufac- 
turers, 18. 

National  Civic  Federation,  55. 

National  Conference  on  Vocational 
Guidance,  18. 

National  Society  for  the  Promotion 
of  Industrial  Education,  55,  56,  66. 

National  Vocational  Guidance  Asso- 
ciation, 19,  70. 

New  Orleans,  29,  30,  54. 

Newton,  Mass.,  6. 

New  York  City,  18,  31,  37,  42,  44. 

Nichols,  E.  F.,  42. 

Oakland,  Cal.,  31. 
Odencrantz,  L.  C,  42. 
O'Leary,  I.  P.,  51. 
O'Leary,  W.  A.,  36. 
Overstreet,  H.  A.,  19. 


Parsons,  B.  R.,  19. 
Parsons,  Frank,  5,  9,  19,  70. 
Perkins,  Frances,  20. 
Person,  H.  S.,  66. 
Philadelphia,  12,  46,  68. 
Pinchot,  G.,  55. 
Portland,  Oregon,  47. 
Pritchard,  M.  T.,  20. 
Prosser,  C.  A.,  20,  36,  64. 
Puffer,  J.  A.,  20. 


Rand  School  for  Social  Service,  56, 
-67. 

Redfield,  W.  C,  43. 
Reed,  A.  Y.,  31,  56,  67. 
Reed  College,  31. 
Reilly,  P.  J.,  66. 
Richards,  C.  R.,  21,  68. 
Richardson,  N.  E.,  21. 
Richmond,  Va.,  19,  51,  68. 
Righter,  Leonard,  21,  64. 
Roberts,  E.  D.,  21. 
Rochester,  N.  Y.,  56. 
Roman,  F.  W.,  56,  67. 
Ryan,  W.  C,  Jr.,  19,  70. 


Sandwick,  R.  L.,  21. 
San  Jose,  Cal.,  30. 
Schallenberger,  M.  E.,  22- 
Schneider,  H.,  44,  66,  67. 
School  and  Society,  65. 
Scotland,  6,  27. 
Scott,  W.  D.,  45. 
Sears,  J.  B.,  31. 
Seattle,  31,  56. 
Seitz,  D.  C,  55. 
Shaw,  F.  P.,  51. 
Smith,  J.  R.,  57. 
Spaulding,  F.  E.,  22,  69. 
Stevens,  B.  M.,  51,  53,  68 
Stimson,  R.  W.,  32. 
Stone,  D.  H.,  55. 
Sturdevant,  C.  R.,  42. 
Suhrie,  A.  L.,  3. 
Suzzallo,  H.,  5,  62. 
Sydenstricker,  E.,  46. 


76 


INDEX  OF  NAMES 


Tacoma,  Wash.,  32,  68. 
Talbert,  E.  L.,  57,  67. 
Taylor,  F.  W.,  40,  45- 
Thompson,  C.  B.,  45,  46,  68. 
Thompson,  F.  V.,  22,  32,  70. 
Thorndike,  E.  L.,  22,  23,  65. 
Todd,  A.  J.,  57. 
Tolman,  W.  H.,  46. 
Towne,  E.  T.,  57,  67. 
Turkington,  G.  A.,  20. 

Um'versity  of  Chicago,  14,  57,  61,  67. 

Valentine,  R.  G.,  46, 

Van  Kleeck,  M.,  57. 

Van  Sickle,  J.  H.,  23,  63. 

Vinal,  A.  C.,  42. 

Vocation  Bureau  of  Boston,  5,  26,  32, 
48,  70. 

Vocational  Guidance  Society  of  Cali- 
fornia, 23,  70. 

Ward,  E.  J.,  23. 
Ward,  L.  F.,  23,  24,  71. 


Warren,  B.  S.,  46. 

Weatherby,  Dr.,  27. 

Weaver,  E.  W.,  57,  58,  68. 

Wells,  R.  G.,  45,  66. 

Westgate,  C.  E.,  32,  68. 

Wheatley,  W.  A.,  11,  32,  65,  68,  69. 

Wile,  I.  S.,  24,  64. 

Wiley,  K.  E.,  54,  68. 

WillitsJ.H.,35,46,66,68. 

Winslow,  C.  H.,  36. 

Wisconsin  State  Board  of  Industrial 
Education,  24.  64. 

Women's  Educational  and  Industrial 
Union,  Boston,  58. 

Women's  Municipal  League  of  Bos- 
ton, 33. 

Wood,  A.  E.,  47. 

Woods,  E.  B.,  24,  63,  71. 

Woods,  R.  A.,  52,  58,  67. 

WooUey,  H.  T.,  14,  24,  33. 

Woolman,  M.  S.,  25. 

World's  Work,  47. 

Young,  Rose,  59. 


UC  SOUTHERN  REG:'. ■.-■■.  .  ^--KYhALILMY 


265    3 


